The Science of Reading for All.™
We train and support educators to teach reading and spelling effectively using the evidence-based Orton-Gillingham approach.
- IDA Accredited Plus Program
- NYCDOE Contracted Vendor
- Women-owned and operated
Our Mission
When teachers know more, students learn more.
At Edwards Orton-Gillingham, our mission is to make sure that knowledge is accessible and lasting, equipping educators with the tools and confidence to teach every individual to read, building systems and supports that make meaningful literacy change possible.
As an Accredited Plus Program through the International Dyslexia Association, we hold ourselves to the highest standards in the field of literacy education. Every course we offer is aligned with the Knowledge and Practice Standards and grounded in the Science of Reading. Our approach is explicit, systematic, and evidence-based, designed to equip educators with the expertise they need to teach reading and spelling with confidence and clarity.
We do more than deliver training, we build instructional knowledge that lasts, so that every child has access to effective, research-informed reading instruction.
Participants receive a certificate of completion, and select courses are eligible for graduate credit and/or certification through the Center for Effective Reading Instruction (CERI), the International Dyslexia Association (IDA), and the Orton-Gillingham Academy (OGA).
What We Offer
Accredited Training
Evidence-based Orton-Gillingham courses aligned to IDA Knowledge and Practice Standards, led by certified experts. Unlock data-driven decisions with comprehensive analytics, revealing key opportunities for strategic regional growth.
Find a TrainingPracticum and Certification Support
Comprehensive guidance for CERI, IDA, and OGA practicum and certification pathways, designed to build lasting instructional mastery.
Register NowAdaptive Curriculum for Classrooms
Daily structured literacy lesson plans, presentations, and materials designed for K–2 and intervention settings.
Learn More
Trusted by:
“In over 20 years as an educator and school leader, this is the most practical and powerful training our teachers have ever received. The Orton-Gillingham approach finally clicked for our team. Every teacher walked away with tools they could use immediately and our student data is already reflecting the impact.”
Elementary School Principal
BROOKLYN, NY
Frequently Asked Questions
- What is a language-based learning disability?
Here at Edwards Orton-Gillingham, we prefer to call this a language-based learning difference. These differences refer to the understanding and application of written and spoken language. An individual with a language-based learning difference/disability may struggle with the development of reading, writing, or spelling.
Language-based learning differences don’t have anything to do with an individual’s IQ. In fact, many people diagnosed with a language-based learning difference have extremely high intelligence.
Approximately 15-20% of the population has a language-based learning difference or learning disability, the most common of which is dyslexia.
- How can you help an individual with dyslexia?
As a parent or teacher, ensure that any warning signs of language-based learning difficulties are spotted as early as possible so a proper diagnosis can follow. Making sure appropriate assessments are in place to spot these learning difficulties, especially in young children, is important. Parents, teachers, and administrators should work together on this.
Understanding that an individual with dyslexia is not lazy, stupid, or smart is also key. Using a Structured Literacy™ approach such as Orton-Gillingham, educators can organize literacy concepts and multisensory instruction to facilitate their students’ progress when it comes to the science of reading. Using the right dyslexia reading tools and teaching strategies for students with dyslexia, educators can assist students with dyslexia on the path towards literacy.
- What is The Orton-Gillingham Approach?
Orton-Gillingham is a highly structured approach used to teach reading, spelling, and writing to all students, specifically those with dyslexia.
Developed by Dr. Samuel Orton, Anna Gillingham, and Bessy Stillman, the core focus of this proven approach is to teach reading and spelling in a logical, systemic, multisensory, and sequential way that meets the unique needs of the individual learner.
By using the visual, auditory, and kinesthetic centers of the brain, Orton-Gillingham aims to ‘rewire’ the neurological connections in the language centers of the dyslexic brain. For more information on the approach and how it can help students (especially those with dyslexia or other language-based learning difficulties) click here.