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I strive to take on professional development that’s going to help me understand the latest best practices and brain-based research.
Melissa Haggett
A past third-grade and current first-grade teacher at the Vergennes Union Elementary School in Vermont is bringing the structured approach of Orton-Gillingham into her teaching.
How has training in the Orton-Gillingham Approach affected your teaching? Orton-Gillingham training has made my teaching more purposeful and explicit overall. It allows me to give students feedback right then and there so that they’re teaching their brains the right way, and that’s so important for my kiddos to move forward with their learning.
Why is professional learning important to you? I strive to take on professional development that will help me understand the latest best practices and brain-based research so I can bring that learning back into my classroom and give my students opportunities that will allow them to be as successful as they can be.
This spring, I brought back the letter P for their lesson because it needed to be reviewed and they were glued to me as if it was day four of school.
Kathleen Flinn
Kathleen Flinn is a seasoned educator who brings over two decades of teaching experience to Williamstown Elementary School. Kathleen is currently making a significant impact as a dedicated kindergarten teacher, where her passion for early childhood education shines through.
What is it about teaching that you find most fulfilling? I love working with the kiddos who struggle. They are one of the most fulfilling aspects of my job because they need my help the most. I love it when they have aha moments; when they can connect to what we’re learning, and are proud of themselves.
How do you keep them engaged in your classroom? With a variety of multisensory activities. One activity is writing letters in salt trays.
Why do you love the OG Approach? I always had these terms about the best practices rumbling around in my head: phonics instruction, phonemic awareness and all that’s under that umbrella with decoding, encoding, segmenting, and blending. OG has brought it all together. OG has made it this little package that delivers all those tools that are important for kids to have as they become readers. I am teaching letter formation or handwriting while teaching letter-sounds. I’m teaching students to blend letters to read words while talking about vowels. It all goes together efficiently, and I think it makes sense to children. They understand why we do what we do, and it makes reading easier.
For people who are concerned that a phonics approach takes the joy or love out of reading, I would encourage them to remember that you can’t love something that’s not accessible to you.
Sarah Warner, Certified/OGA
Meet Sarah Warner, a dedicated and experienced special educator at Vergennes Elementary School. With a passion for teaching and a wealth of knowledge accumulated over 14 years, Sarah’s expertise lies in tailoring instruction to meet the unique needs of each student, ensuring that every child receives the support and guidance they need.
What are some of the differences you are seeing in your students? The number one change that I’ve seen is in their confidence and their self-esteem. I’m not seeing those frustration levels that I used to see.
What would you say to people who argue that teaching reading in a very explicit, structured, phonics-based approach takes away from the joy of reading? I would encourage them to remember that you can’t love something that’s not accessible to you. In order to find joy in reading you have to be able to lift the words off the page. And anything that is skill-based, you have to practice. You have to build up those incremental skills and be successful before you can apply them in a bigger context.
What would you like parents to know if they have concerns about their children’s reading development? I think it’s important for parents to know that if they have concerns, speak up and ask your teachers, ask your principal, ask your school leaders — how are they teaching reading? Look for instruction that is structured, systematic, explicit, and multisensory because we know that’s how students become readers.
I love it when a student sees themselves as a reader, embraces knowledge from various sources, and grow as lifelong learners. The sparkle in their eyes and the energy in the early grades is heartwarming.
Jennifer Fitch, Associate/OGA
Jennifer has been teaching for over 25 years and is currently teaching 3rd grade in East Montpelier Elementary school.She has seen her students’ confidence grow as a result of implementing the Orton-Gillingham Approach with her students learning to read and write.
How is OG training changing your teaching? OG training has made a significant impact. Using the correct terminology and understanding rules [of the English language], especially short vowel spelling patterns, has strengthened my teaching. It has clarified the rules and patterns in English, making it less confusing for me and helping students understand why words are spelled and pronounced a certain way.
I had what was considered a low-average reading group, but teaching them through the Orton-Gillingham Approach made them one of the strongest groups of students in their ability to read and decode (attack unknown) words. We talk about it as word study, and they just embrace it. My students view themselves as word detectives.
What differences are you seeing in your students’ learning? Orton-Gillingham instruction has benefited my struggling readers by providing a point to access both oral language and written words. For example, my students learn to segment or tap the sounds in words, enabling them to become better spellers and writers. For students with neurodiversity, learning the structure and rules of the English language makes learning to read and spell more accessible, reducing the feeling of being overwhelmed.
What role does decoding play in your students’ reading success? Decoding is the ability to use letter-sound knowledge to correctly read and pronounce words. Decoding is a crucial beginning step to becoming an independent reader. It empowers students to read real words in real stories, facilitating reading comprehension, building confidence, and ultimately fostering the joy of reading.
Reading is particularly gratifying because literacy is power. It empowers children to choose who they want to be.
Hilary Paquet, Associate/OGA
Hilary has been making a significant impact as a special educator at Montpelier, focusing on providing essential support to students with diverse learning needs.
How does OG differ from your undergraduate instruction? My undergraduate training focused on balanced literacy with a focus on building reading comprehension at the expense of teaching students to read words accurately and automatically. However, we saw gaps, especially in spelling and writing connections. Structured literacy instruction from the beginning ensures students learn how to read and spell accurately from the start, allowing for better reading comprehension and writing.
How has Orton Gillingham (OG) training changed your teaching? OG training has transformed the way I teach literacy. Teaching the structure of the English language makes reading accessible for all learners, providing tools from basic decoding to advanced levels, including understanding Latin and Greek roots, and facilitating comprehension for everyone.
Can you share an example of how OG instruction helped one of your students? My favorite story is about a third grader who struggled greatly with reading. After he had been working with me for about a year using OG instruction, I walked into his classroom during a silent reading time. He was reading from the Dog Man series, laughing out loud. He said, “I had no idea books could make you laugh like that.” It opened a whole new world for him.
OG training has transformed my teaching significantly by emphasizing the importance of a multisensory approach, which helps students solidify their learning.
Beth Thayer
As a teacher committed to helping students master the critical skill of reading, Beth, a kindergarten teacher at Essex Elementary School, explored various teaching methods throughout her career. However, the introduction of Structured Literacy into her classroom has marked a significant shift.
How does Structured literacy differ from other teaching methods you’ve used in the past? Beth: Structured literacy is more systematic and sequential compared to other methods. It allows teachers to easily identify and address each student’s needs. Unlike the more interpretive and varied balanced approach, structured literacy is straightforward and lacks the ambiguity of using compensatory strategies.
How has Orton-Gillingham training changed your teaching? Beth: OG training has transformed my teaching significantly by emphasizing the importance of a multisensory approach, which helps students solidify their learning. This method has not only improved how I teach literacy but also how I teach math, using tactile and repetitive techniques. Additionally, I’ve become better at evaluating curriculum materials, identifying what aligns with best practices for children’s learning, and adjusting accordingly.
This training also emphasizes that while English is a difficult language, it follows rules and can be understood with the right approach.
Erika Monaghan
Erika is an English Language Teacher for Multilingual Learners. Erika says teaching English as a second language is both a challenge and a joy, especially with effective methods like Structured Literacy and the Orton-Gillingham (OG) approach. These methods are notable for their systematic and sequential nature, making them ideal for addressing individual student needs. Drawn to the Stern Center for their OG training, Erika found it revolutionized her teaching.
In what ways does structured literacy cater to students with diverse learning needs? Erika: Structured literacy caters to students with diverse learning needs, such as English language learners, by allowing comparisons between their native language and English. It focuses on whether specific sounds exist in their language and, if not, emphasizes these sounds more. This method enables a slower, more detailed breakdown of words and syllables, ensuring students understand rather than guess.
Unlike faster-paced reading programs, structured literacy relies on data to confirm mastery before progressing. This approach leads to noticeable improvements over the school year. Initially, I didn’t fully implement structured literacy, but after completing the practicum, I saw the benefits of detailed lesson plans and small-group instruction. This method promotes automaticity and genuine comprehension, rather than superficial reading abilities.
Can you share any success stories that might highlight the effectiveness of the Orton-Gillingham approach in improving reading and writing skills? Erika: I worked with a seventh-grade English language learner from Afghanistan, whose native language uses the Arabic alphabet. She has made significant progress in her confidence and ability to decode texts and apply these skills to grade-level books. Her fluency and comprehension improved dramatically from September to January. She was able to read more complex texts, missing only the words we hadn’t yet covered in our lessons. Her confidence soared, and she acknowledged the difference herself, saying, “Yeah, I can actually read now.”
How has OG training changed your teaching? Erika: OG training has equipped me with the knowledge to effectively teach students who struggle with reading in English. It helps me determine where to start instruction and what to focus on, considering the structure of their native language and their literacy in it. I can then help them transfer their existing skills to learning English. This training also emphasizes that while English is a difficult language, it follows rules and can be understood with the right approach.
The Stern Center’s commitment to integrity and high expectations resonated with me, despite the training being the most challenging of my career.
Leah Griggs
Teaching struggling learners to read can be challenging, but the Orton-Gillingham (OG) approach has proven to be a game-changer for many educators. For Leah, who has been using OG techniques, shares their journey of professional growth and success with their students.
Can you tell us a success story that involves the Orto-Gillingham Approach? Leah: I have numerous success stories, but one that stands out is a practicum student I worked with this year. She initially read at a low third-grade level, struggling with understanding sounds, symbols, and guessing at words. Starting in September, we followed the Orton-Gillingham scope and sequence meticulously.
Throughout the semester, her vocabulary skills improved significantly. Teachers noticed her newfound independence and engagement in class, remarking on her increased happiness and animation. When she learned cursive and mastered her signature, her joy was palpable as she eagerly shared her achievement with her mother. Witnessing her progress and excitement was truly gratifying.
What attracted you to pursue professional learning opportunities with the Stern Center for Language Learning? Beth:
Leah: I was drawn to pursue professional learning at the Stern Center because of its stellar reputation for rigor and effectiveness. When my district offered to cover the cost of a two-year program including a practicum, I initially hesitated due to my busy schedule as a teacher. However, while struggling to assist a student, I realized the potential benefit and decided to take the leap.
Working with a supportive Fellow, we formed a strong team, allowing me to take necessary risks for my students’ benefit. The Stern Center’s commitment to integrity and high expectations resonated with me, despite the training being the most challenging of my career. I believe it will also be the most impactful as I continue to teach.
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Resources for Teachers
Explore evidence-based resources for teaching structured literacy, Orton-Gillingham, SEL, and more.
