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Unbranded Orton-Gillingham-based Interventions
Students with Learning Disabilities

As of July 2010 no studies of Unbranded Orton-Gillingham-based Interventions were found that fell within the scope of the Students with Learning Disabilities review protocol and met WWC design standards. Therefore, the WWC is unable to draw any research based conclusions about the effectiveness or ineffectiveness of Unbranded Orton-Gillingham-based Interventions to improve outcomes in this area.
Orton-Gillingham is a broad, multisensory approach to teaching reading and spelling that can be modifi ed for individual or group instruction at all reading levels. Teaching sessions are action oriented with auditory, visual, and kinesthetic elements reinforcing one another. The approach targets persons with the kinds of language processing problems (reading, spelling, and writing) associated with dyslexia. This report focuses on unbranded interventions that are based on general Orton-Gillingham principles and interventions that combine multiple branded products based on Orton-Gillingham principles. For individual branded products based on Orton-Gillingham principles, please refer to the Students with Learning Disabilities topic area page.

Last Updated: July 2010



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This intervention report was prepared for the WWC by Mathematica Policy Research under contract ED-07-CO-0062.

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