Stevens et al. 2021 postprint OG META-ANALYSIS manuscript
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Stevens et al. 2021 postprint OG META-ANALYSIS manuscript
Current State of the Evidence: Examining the Effects of Orton-Gillingham ReadingInterventions for Students with or at Risk for Word-level Reading Disa Stevens et al. 2021 postprint OG META-ANALYSIS manuscript abilitiesElizabeth A. Stevens1. Christy Austin3. Clint Moore2. Nancy Scammacca2. Alexis N. Boucher2.Sharon Vaughn21 Department of Learning Sciences, Georgia State University2 Meadows Center for Preventing Educational Risk. The University of Texas at Austin-’Department of Educational Psychology, Univ Stevens et al. 2021 postprint OG META-ANALYSIS manuscript ersity of UtahAuthor NoteElizabeth A. Stevens https: orcid.org 0000-0002-8412-1111Christy Austin https: orcid.org OOOO-OOO3-3875-7343Clint Moore httpsStevens et al. 2021 postprint OG META-ANALYSIS manuscript
://orcid.org. 0000-0002-1757-1892Nancy Scammaccahttps: orcid.org/0000-0002-7484-5976Sharon Vaughn 1 https:, orcid.org 0000 0001 -8305-5549Alexis N. BoCurrent State of the Evidence: Examining the Effects of Orton-Gillingham ReadingInterventions for Students with or at Risk for Word-level Reading Disa Stevens et al. 2021 postprint OG META-ANALYSIS manuscript m the Eunice Kennedy Shriver National Institute of Child Health and Human Development and Grant H325H140001 from the office of Special Education Programs. U.S Department of Education. The content is solely the responsibility of the authors and does not necessarily represent the official views of the Stevens et al. 2021 postprint OG META-ANALYSIS manuscript Eunice Kennedy Shriver National Institute of Child Health and Human Development, the National Institutes of Health, or the U.S. Department of EducatiStevens et al. 2021 postprint OG META-ANALYSIS manuscript
on. We thank Dr. Jack Fletcher for his feedback and guidance on this manuscript.Correspondence concerning this article should be addressed to ElizabetCurrent State of the Evidence: Examining the Effects of Orton-Gillingham ReadingInterventions for Students with or at Risk for Word-level Reading Disa Stevens et al. 2021 postprint OG META-ANALYSIS manuscript duThis paper is not the copy of record and may not exactly replicate the authoritative document published in the APA journal. Please do not copy or cite without author’s permission. The final article is available, upon publication, at:Stevens, E. A., Austin, c. R.. Moore, c., Scammacca, N.. Boucher, Stevens et al. 2021 postprint OG META-ANALYSIS manuscript A., & Vaughn, s. (2021). Cunent state of the evidence: Examining the effects of Orton-Gillingham reading interventions for students with or at-risk fStevens et al. 2021 postprint OG META-ANALYSIS manuscript
or word-level reading disabilities. Exceptional Children. Advance online publication, https;; doi.org/10.1177 0014402921993406THE EFFECTS OF ORTON GILCurrent State of the Evidence: Examining the Effects of Orton-Gillingham ReadingInterventions for Students with or at Risk for Word-level Reading Disa Stevens et al. 2021 postprint OG META-ANALYSIS manuscript fic legislation, with many states mandating the use of the Orton-Gillingham approach to reading instruction. Orton-Gillingham is a direct, explicit, multisensory, structured, sequential, diagnostic, and prescriptive approach to reading for students with or at-risk for world-level reading disabilitie Stevens et al. 2021 postprint OG META-ANALYSIS manuscript s (WLRD). Evidence from a prior synthesis (Ritchey & Goeke. 2006) and What Works Clearinghouse reports < wwc. 2010) yielded findings lacking support fStevens et al. 2021 postprint OG META-ANALYSIS manuscript
or the effectiveness of Orton-Gillingham interventions. We conducted a meta-analysis to examine the effects of Orton-Gillingham reading interventions Current State of the Evidence: Examining the Effects of Orton-Gillingham ReadingInterventions for Students with or at Risk for Word-level Reading Disa Stevens et al. 2021 postprint OG META-ANALYSIS manuscript ntly improve foundational skill outcomes (i.e.. phonological awareness, phonics, fluency, spelling; ES = 0.22.p = .40): though the mean effect size was positive in favor of Orton-Gillingham-based approaches. Similarly, there were not significant differences for vocabulary and comprehension outcomes Stevens et al. 2021 postprint OG META-ANALYSIS manuscript (ES = 0.14; p = .59) for students with or at-risk for WLRD. More high quality, rigorous research with larger samples of students with WLRD is needed tStevens et al. 2021 postprint OG META-ANALYSIS manuscript
o fully understand the effects of Orton-Gillingham interventions on the reading outcomes for this population.Keywords: Orton Gillingham, multisensory Current State of the Evidence: Examining the Effects of Orton-Gillingham ReadingInterventions for Students with or at Risk for Word-level Reading Disa Stevens et al. 2021 postprint OG META-ANALYSIS manuscript the Effects of Orton Gillingham Reading Inters entions for Students with or at-risk for W ord-level Reading Disabilities Approximately 13% of public-school students receive special education services under the Every Student Succeeds Act (F.SSA; 2015). with 34% identified with a specific Learning Dis Stevens et al. 2021 postprint OG META-ANALYSIS manuscript ability (SLD; Dcpaoli cl al.. 2015). Approximately 85% of students identified with a SLD have a primary disability in the area of reading (Depaoli etStevens et al. 2021 postprint OG META-ANALYSIS manuscript
al., 2015). Reading achievement data from the National Assessment of Educational Progress demonstrate that students with disabilities persistently perCurrent State of the Evidence: Examining the Effects of Orton-Gillingham ReadingInterventions for Students with or at Risk for Word-level Reading Disa Stevens et al. 2021 postprint OG META-ANALYSIS manuscript The majority of students reading below grade level after the early elementary grades require remediation in word-level decoding and reading fluency (Scammacca et al., 2013: Vaughn et al.. 2010).The International Dyslexia Association (IDA; 2002) and National Institute of Child Health and Human Devel Stevens et al. 2021 postprint OG META-ANALYSIS manuscript opment (2000) define dyslexia as a SLD that is neurobiological in origin and characterized by difficulties with accurate and or fluent word recognitioStevens et al. 2021 postprint OG META-ANALYSIS manuscript
n, poor spelling, and poor decoding. These word reading deficits result in secondary- consequences, including reduced exposure to text, poor vocabularCurrent State of the Evidence: Examining the Effects of Orton-Gillingham ReadingInterventions for Students with or at Risk for Word-level Reading Disa Stevens et al. 2021 postprint OG META-ANALYSIS manuscript g, assessing, and providing appropriate educational services for students with dyslexia has occurred at local and state levels (National Center on Improving Literacy [NCTT.J. 2019). Forty-seven states established legislation to protect the rights of individuals with dyslexia beyond the requirements Stevens et al. 2021 postprint OG META-ANALYSIS manuscript of IDEA (NCỈL. 2019). Students with dyslexia may receive specialized instruction as a student with a SĨ.D under F.SSA (2015) or through Section 504 ofStevens et al. 2021 postprint OG META-ANALYSIS manuscript
the Rehabilitation Act (1973). These students demonstrate word reading and spelling difficulties. soTHE EFFECTS OF ORTON GILLINGHAM INTERVENTIONS4theCurrent State of the Evidence: Examining the Effects of Orton-Gillingham ReadingInterventions for Students with or at Risk for Word-level Reading Disa Stevens et al. 2021 postprint OG META-ANALYSIS manuscript a SLD. some schools may not utilize the dyslexia label when identifying a student. All students with WLRD require instruction to address their difficulties in word recognition, spelling, and decoding.Many states require teacher training and implementation of Orton Gillingham methodology' (OG; see Ta Stevens et al. 2021 postprint OG META-ANALYSIS manuscript ble 1). The OG approach to reading instruction is a "direct, explicit, multisensory, structured, sequential, diagnostic, and prescriptive way to teachStevens et al. 2021 postprint OG META-ANALYSIS manuscript
reading and spelling” (Orton-Gillingham Academy. 2020 October 14) commonly used for students with and at-risk for reading disabilities, such as dysleCurrent State of the Evidence: Examining the Effects of Orton-Gillingham ReadingInterventions for Students with or at Risk for Word-level Reading Disa Stevens et al. 2021 postprint OG META-ANALYSIS manuscript am Approach?” section), stating OG is direct and explicit by "employing lesson formats which ensure that students understand what is to be learned, why it is to be learned, and how it is to be learned." OG is structured and sequential by “presenting information in a logical order which facilitates s Stevens et al. 2021 postprint OG META-ANALYSIS manuscript tudent learning and progress, moving from simple, well-learned material to that which is more and more complex as mastery is achieved." OG is diagnostStevens et al. 2021 postprint OG META-ANALYSIS manuscript
ic in that "the instructor continuously monitors the verbal, nonverbal, and written responses of the student to identify and analyze both the student'Current State of the Evidence: Examining the Effects of Orton-Gillingham ReadingInterventions for Students with or at Risk for Word-level Reading Disa Stevens et al. 2021 postprint OG META-ANALYSIS manuscript ent’s progress from the previous lessons.” Finally. OG instruction is multisensory by “using all learning pathways: seeing, hearing, feeling, and awareness of motion.”The OG Institute for Multi-Sensory Education (2020 October 11. "What Orton-Gillingham is all about" section) further explains multise Stevens et al. 2021 postprint OG META-ANALYSIS manuscript nsory instruction as involving the simultaneous use of "sight, hearing, touch, and movement to help students connect and learn theTHE EFFECTS OF ORTONStevens et al. 2021 postprint OG META-ANALYSIS manuscript
GILLINGHAM INTERVENTIONS5concepts" and identifies this as the "most effective strategy for children with difficulties in learning to read” (InstituteCurrent State of the Evidence: Examining the Effects of Orton-Gillingham ReadingInterventions for Students with or at Risk for Word-level Reading Disa Stevens et al. 2021 postprint OG META-ANALYSIS manuscript and graphemes via charts, flashcards, lists, visual cues, and pictures; examples of auditor}' activities includes hearing sounds and directions aloud, rhymes, songs, and mnemonics; examples of kinesthetic and tactile activities include fine motor (e.g.. finger tapping, usage of hands to manipulate Stevens et al. 2021 postprint OG META-ANALYSIS manuscript objects, writing graphemes in sand, finger tracing) and whole-body movements (e.g., arm tapping, moving in order to focus and learn: Institute for MulStevens et al. 2021 postprint OG META-ANALYSIS manuscript
ti-Sensory Education. 2020 October 12). Most early reading programs emphasize the visual (discrimination between letters, seeing a word) and auditor}'Gọi ngay
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