WWC Summary of Evidence for this Intervention
Unbranded Orton-Gillingham-based Interventions
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.
As of July 2010, no studies of Unbranded Orton-Gillingham-based Interventions were found that fell within the
scope of the Students with a Specific Learning Disability review protocol and met WWC evidence 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.
A group of closely related outcomes.
The number of studies that met WWC design standards and provide evidence of effectiveness. Selecting an item below will display all studies that met WWC design studies in the domain. Selecting a study citation will take you to more information on that study and its findings.
For more, please see the WWC Glossary entry for study rating.
Grades of the students examined in the studies that met WWC design standards, which may not reflect the full range of grades for which the intervention may be used.
The number of students included in the studies that met WWC design standards.
An indicator of the size of the effect from using the intervention. It is the expected change in percentile rank for an average comparison group student if the student had received the intervention, ranging from -50 to +50. At the domain level, the improvement index is only shown if the effectiveness rating is positive, potentially positive, potentially negative, or negative; dashes are displayed for mixed or no discernible effects. At the study level, the improvement index is only shown if the findings are characterized as statistically significant or substantively important (greater than +10 or less than -10); dashes are displayed for an indeterminate effect.
For more, please see the WWC Glossary entry for improvement index.
The indicator represents the highest level of similarity found between your students and each of the high-quality studies of the intervention. Three filled in ovals indicates that at least one study that met standards was conducted on students very similar to yours. Clicking on the indicator for a study will provide information on the similarity for each of the characteristics you selected.