Date of Award

Spring 5-1-2017

Document Type

Thesis

Degree Name

Master of Science in Education (MSEd)

First Advisor

Diane Tortu

Abstract

Orton-Gillingham is an intensive reading program often utilized in schools across the United States for instructing children with reading difficulties or dyslexia. The current literature review aims to examine the question: What kind of educational research has been has been conducted on Orton-Gillingham's effectiveness and what is lacking amongst the research? Uhry & Clark (2007) write, "One difficulty with Orton-Gillingham programs is that there is relatively little research with focuses on the specific components of this complex and well integrated instruction" (p. 146). This paper investigates and analyzes the research studies that have been conducted on Orton-Gillingham and also examines the gaps that may exist within the pre-existing research. Five research studies were analyzed and all differed in methodology, selection of participants, assessment administration, and implementation of Orton-Gillingham or the Orton-Gillingham based program. There is evidence lacking in Orton-Gillingham's educational effectiveness, especially with the profound discrepancies amongst research studies that have been conducted on Orton-Gillingham and Orton-Gillingham based programs.

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