Orton-Gillingham in Action: A Step-by-Step Guide for Boosting English Learner Literacy
Overview
For students learning English while navigating elementary school—complete with playground dynamics, multiplication tables, and early reading—the challenge is immense. The pandemic only widened literacy gaps for these English learners (ELs), leaving many frustrated and withdrawn. In Troy City Schools, a small Ohio district with roughly 3% multilingual students (Spanish, Ukrainian, Japanese), administrators and specialists decided to turn the tide. Their solution: a district-wide adoption of the Orton-Gillingham (OG) approach, a structured, multisensory method that integrates movement and touch into reading instruction. After training 116 staff members—including every elementary teacher, intervention specialist, paraprofessional, and principal—they've seen measurable gains in EL literacy. This guide walks you through their process, from securing funding to implementing OG in your own setting.
Prerequisites
Before diving in, ensure your district has these foundations in place:
- Commitment from leadership: Buy-in from principals and district directors is essential for sustained change.
- Funding sources: Post-COVID relief grants, budget reallocations, or Title III funds can cover training and materials.
- Staff readiness: At minimum, elementary teachers, intervention specialists, and paraprofessionals should be open to intensive professional development.
- Multisensory materials: OG relies on tactile tools like sand trays, letter tiles, and movement cards. These are inexpensive but foundational.
- Data on current gaps: Identify specific phonics and comprehension weaknesses among your EL population. Troy used internal assessments to pinpoint frustration points.
Step-by-Step Instructions
1. Assess and Identify Literacy Gaps
Begin by analyzing your EL students' performance data. Look for patterns in phonics—letter-sound correspondence, blending, and segmenting—as well as social-emotional indicators like withdrawal or giving up. In Troy, specialist Sarah Walters noticed that students were “very withdrawn” and showed low frustration tolerance. Use tools like oral reading fluency measures, phonemic awareness inventories, and classroom observations. Document the specific hurdles: inconsistent instruction across classrooms was a key issue post-pandemic.
2. Secure Funding and Build a Timeline
Troy spent three years planning before launching, according to Danielle Romine, director of elementary teaching and learning. They leveraged post-COVID relief grants and district budget allocations. To replicate this, explore federal ESSER funds, state literacy grants, or local partnerships. Create a phased timeline: Year 1 for pilot training with a cohort of teachers, Year 2 for full staff rollout. Ensure funds cover substitute teachers during training and materials for each classroom.
3. Train All Staff in Orton-Gillingham
Troy trained 116 staff members—every elementary teacher, intervention specialist, paraprofessional, and principal. Certification came through the Institute for Multi-Sensory Education (IMSE). You can follow a similar path: contract with an OG-certified trainer or use IMSE's online courses. Training should cover:
- Explicit, sequential phonics instruction—breaking down letter-sound patterns.
- Multisensory techniques—using visual, auditory, and kinesthetic-tactile pathways simultaneously. For example, students trace letters in sand while saying the sound.
- Lesson structure—each lesson includes review, new concept introduction, and practice with word lists, sentences, and decodable texts.
After certification, designate a literacy specialist (like Walters) to provide ongoing coaching and support.
4. Implement Multisensory Instruction in Classrooms
In practice, OG lessons look like this: a small group of ELs sit with a teacher who introduces a new phonogram (e.g., “sh”). Students simultaneously say the sound, write the letters in the air, then trace them in a sand tray. They then blend sounds into words (“ship,” “shop”) using letter tiles. The movement and touch reinforce neural connections. For older students, use morphemes (prefixes, roots) with the same multisensory approach. Ensure every classroom has consistent materials and a daily 30–40 minute OG block.
5. Monitor Progress and Adjust
Use curriculum-based measurements weekly to track phonics mastery. Troy saw reduced frustration and increased engagement within months. Administer formal assessments quarterly—compare EL scores to pre-OG baselines. If students stall, provide additional small-group or one-on-one reteaching. Also collect anecdotal evidence: teachers report that social-emotional well-being improves alongside literacy.
Common Mistakes
Avoid these pitfalls that Troy encountered or that districts often face:
- Inconsistent implementation: If some classrooms use OG while others don't, ELs experience fragmented instruction. Ensure all elementary staff—including paraprofessionals—are trained.
- Insufficient training depth: A half-day workshop won't suffice. OG requires 30–60 hours of initial training plus ongoing coaching. Budget accordingly.
- Ignoring social-emotional factors: ELs who feel frustrated may give up. Build in time for rapport-building and celebrate small wins.
- Underfunding materials: Sand trays, letter tiles, and decodable books are essential. Don't rely solely on worksheets.
- Expecting overnight results: Literacy gains take 1–2 years. Troy planned for three before seeing significant data shifts.
Summary
Troy City Schools demonstrated that a focused, district-wide Orton-Gillingham approach can close literacy gaps for English learners, even in a small population. By assessing gaps, securing funding, training all elementary staff, implementing multisensory instruction, and monitoring progress, they turned pandemic-era setbacks into equity-driven gains. The key is systemic commitment—not a quick fix, but a sustainable framework that benefits every student.