Orton-Gillingham
Structured Literacy
Intervention
It is multi-sensory, language-based, sequential, cumulative, and flexible by design.
The OG Instruction Sequence
From foundational phoneme awareness to complex text — every step builds on the last, always at the student's instructional level.
Identifying and manipulating the smallest sound units in language
Explicit mapping of phonemes to graphemes through multi-sensory channels
Breaking words into meaningful chunks for decoding and spelling
Expanding language knowledge with explicit vocabulary and syntax instruction
Reading and writing connected text at the instructional level with corrective feedback
Highly Skilled Specialists — Not Generalists
In a typical school literacy program, many teachers simply do not have the background knowledge, training, or time to implement a research-based reading program with fidelity. The teachers at The Craig School do not fall into that category.
Rather, they are highly skilled and trained in the science of reading. They understand a vast array of instructional strategies, approaches, and practices that align to the best available research on teaching students with dyslexia how to read, write, and spell.
Deep knowledge of how the brain acquires language and reading — not just classroom best guesses.
Every lesson is grounded in validated, reliable reading research and carried out with precision and consistency.
Teachers command a broad range of strategies and approaches — selecting the right tool for each student, every session.
