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THE FOUNDATION
Principles of the Orton-Gillingham Approach
The OGA Principles represent the foundational instructional principles of the Orton-Gillingham Approach.
Rooted in the pioneering work of Dr. Samuel Orton and Anna Gillingham and strengthened by the contributions of educators and researchers who followed, including Margaret Byrd Rawson, these principles represent the instructional foundation of the Orton-Gillingham Approach and nearly a century of educational practice and research.
Together, the OGA Principles provide a framework for understanding and applying the Orton-Gillingham Approach. They guide instruction that is responsive to the learner, grounded in the structure of language, and designed to support the development of skilled reading, writing, and spelling.
NINE PRINCIPLES
The OGA Principles
Diagnostic and Prescriptive
Instruction continuously monitors performance and adjusts teaching to meet each learner's real needs.
Individualized
Instruction is tailored to the unique needs, culture, identity, and interests of each single learner.
Language-Based and Alphabetic/Phonetic
Instruction is grounded in English structure, integrating oral language, reading, and good spelling.
Simultaneous Multisensory
Instruction engages auditory, visual, and kinesthetic pathways together to support learning and memory.
Direct and Explicit
Concepts are taught through clear explanation, modeling, guided practice, and independent seatwork.
Structured, Sequential, and Cumulative, but Flexible
Instruction moves from simple to complex skills, reviewing prior learning while staying quite flexible.
Synthetic and Analytic
Instruction builds skill in blending sounds into whole words and breaking words apart for spelling too.
Cognitive
Instruction helps learners understand what and why they learn, emphasizing reasoning over memorizing.
Emotionally Sound
Instruction builds confidence and trust by providing learners with regular opportunities for success.
IN PRACTICE
A Closer Look at the OGA Principles
01ㅤㅤDiagnostic and Prescriptive
Instruction is a dynamic, continuous process of monitoring student performance, providing corrective feedback, and adjusting instruction based on the learner's profile and ongoing progress.
Instruction is diagnostic in that the instructor continuously monitors the learner's verbal, nonverbal, and written responses to identify both challenges and growth. This information guides planning for the next lesson.
Instruction is prescriptive in that it focuses on addressing the learner's difficulties while building on the progress demonstrated in previous lessons.
02ㅤㅤIndividualized
Instruction is individualized to meet the differing needs of learners who may be similar, but not exactly alike. Lessons are tailored to each learner's profile, culture, identity, interests, and strengths.
03ㅤㅤLanguage-Based and Alphabetic/Phonetic
Instruction is grounded in the structure and history of the English language and integrates oral language, reading, spelling, and writing. It begins with phonemes (sounds) and the alphabetic principle—the relationship between sounds and letters—and progresses through increasingly complex word and text structures.
04ㅤㅤSimultaneous Multisensory
Instruction simultaneously engages auditory (hearing), visual (seeing), and kinesthetic (movement) pathways to support learning and memory.
05ㅤㅤDirect and Explicit
Instruction is presented systematically, with concepts clearly explained, modeled, and practiced. Moving from supported practice to independent application strengthens learning, memory, and automaticity.
06ㅤㅤStructured, Sequential, and Cumulative
Instruction is logically organized and progresses from simple, well-learned material to increasingly complex concepts. Lessons continuously review and reinforce previously taught skills while building new learning in an integrated manner.
07ㅤㅤSynthetic and Analytic
Instruction employs both synthetic and analytic processes at all levels of language.
Synthetic instruction progresses from the parts to the whole. For example, when reading, learners blend individual sounds, syllables, and morphemes to read words.
Analytic instruction progresses from the whole to its parts. For example, when spelling, learners segment sounds, syllables, or morphemes to spell words.
08ㅤㅤCognitive
Instruction engages learners in understanding what they are learning, why they are learning it, and how to apply their learning. It encourages thinking and reasoning rather than reliance on rote memorization.
09ㅤㅤEmotionally Sound
Instruction builds confidence and trust by ensuring learners experience regular success.