Orton Gillingham Training to Help Struggling Readers
I need to receive the next level of the research based, Orton Gillingham, training to help me reach all my students and ensure that they all will become proficient readers.
At our elementary school, we have a diverse group of students from a spectrum of socioeconomic backgrounds, as well as learning needs. Our students come from primarily rural neighborhoods and homes but as the Saginaw area expands so does our student population.
In a typical classroom, we have students who range in ability from severely below grade level to very above grade level.
We are a school that believes and practices inclusion with all our students. In my new position as an MTSS literacy and math teacher, I work with those students that are struggling to meet the grade level expectations in both reading and math. Some of my reading students will have learning difficulties, such as dyslexia and it is my job to ensure they have the instruction they need.
Although I have my Master's in Education, I have never had formal training to work with students with dyslexia. We have many wonderful teachers and resources, however, students with dyslexia require specific knowledge and training. The research-based tools and training for these struggling students is the most effective way to ensure their success.
My Project
Orton Gillingham, is a researched-based, multi-sensory approach to teaching reading. The program has been especially successful with struggling readers and those with dyslexia. As a math and reading intervention teacher, it is imperative that I am using the most effective approach for all my students.
Our intervention reading groups have been using the Orton Gillingham approach for 2 years now and we have seen tremendous growth in our struggling readers.
As we continue to use the program, we see the need for more intensive training, so that we can ensure that we are teaching ALL the concepts with fidelity.
For example, we are beginning to teach the concept Y as a vowel to our 4th graders. This concept is actually considered a 1st-grade concept and in the original training, this concept was not taught in-depth. Now that I am teaching that concept, as well as other concepts that were not taught to us in-depth in the first training, I feel that I am not fully equipped to teach them to my students. The professional development that I am requesting would ensure that I am knowledgeable and equipped with skills needed to teach all the reading concepts in Orton Gillingham program. This will allow me to continue to work with my students to become fluent and confident readers.
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