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Training & Course Options

Level 1 Course

The Level 1 training course introduces participants to the Orton-Gillingham multisensory reading approach and how to best use it in the classroom. The course follows the curriculum and guidelines of The International Dyslexia Association (Structured Literacy Classroom Teacher Knowledge Certificate (C-SLCT)) and the Orton-Gillingham Academy (Classroom Educator Level).

Upon completion of the course trainees are eligible for:

  • Practicum opportunities for certification*
    • Required: minimum of 5 recorded video observations
    • Book Summary
  • Certification as a Classroom Educator by the Academy of Orton-Gillingham Practitioners & Educators
  • Certification as a Structured Literacy™ Teacher by the International Dyslexia Association
  • NYC Approved CTLE Continuing Education Credit Sponsor
  • Three graduate credits from Adams State University*

* Additional costs

Who it’s for:

Classroom teachers, teaching assistants, speech and language pathologists, paraprofessionals, administrators, advocates, and parents.

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Level 2 Course

The Level 2 training course equips trainees with the skills and knowledge to effectively implement the Orton-Gillingham Approach in one-on-one tutoring, as well as small group and classroom settings. This training dives deeper into understanding the dyslexic profile, exploring the neuropsychological evaluation process, and using assessment data to inform instruction. It also provides guidance on building the application portfolio required for certification.
Trainees at this level are encouraged to pursue a supervised practicum and consider applying for certification through The International Dyslexia Association (Structured Literacy Dyslexia Interventionist (C-SLDI)) and the Orton-Gillingham Academy (Associate Level).
Please note that Level 1 training is not a prerequisite for registering for Level 2 training.

Upon completion of the course trainees are eligible for:

  • Practicum opportunities for certification*
    • Required: minimum of 10 recorded video observations
    • Reading and Summaries
    • Application Process
  • Certification as an Associate Level (1:1 tutor) by the Academy of Orton-Gillingham Practitioners and Educators
  • Certification as a Dyslexia Interventionist by the International Dyslexia Association
  • NYC Approved CTLE Continuing Education Credit Sponsor
  • Three graduate credits from Adams State University*

* Additional costs

Who it’s for:

Individuals looking to become 1:1 Orton-Gillingham tutors and/or start a private practice for students diagnosed with dyslexia or other language-based learning disabilities.

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Level 3 Course

The Level 3 training course is designed to guide trainees toward becoming fully certified dyslexia practitioners. At this level, trainees develop the expertise to explain and apply the underlying principles, specific concepts, and procedures of the Orton-Gillingham Approach in any educational setting, with students of any age. This training prepares individuals to deliver diagnostic and prescriptive instruction with confidence and precision, ensuring the highest level of effectiveness in addressing diverse learning needs.
Trainees at this level are encouraged to pursue a supervised practicum and consider applying for certification through The International Dyslexia Association (Structured Literacy Dyslexia Specialist (C-SLDS)) and the Orton-Gillingham Academy (Certified Level).
Please note that completion of Level 2 training is a prerequisite for this course.

Upon completion of the course trainees are eligible for:

  • Practicum opportunities for certification*
    • Required: minimum of 10 recorded video observations
    • Reading and Summaries
    • Application Process
  • Certification as a Certified Member by the Academy of Orton-Gillingham Practitioners & Educators
  • Certification as a Dyslexia Therapist by the International Dyslexia Association
  • NYC Approved CTLE Continuing Education Credit Sponsor
  • Three graduate credits from Adams State University*

* Additional costs

Who it’s for:

Individuals who have previously taken an EOG Level 2 course and intend on pursuing a supervised practicum and applying to the AOGPE and IDA.

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EOG Training Refresher

The Edwards Orton-Gillingham (EOG) Training Refresher is a fully self-paced offering, specifically crafted for educators who have completed the Edwards Orton-Gillingham Level 1 or Level 2 training. Whether you’ve been implementing the EOG Approach for a few months or several years, this self-paced course is the perfect way to strengthen your foundational skills and refine your instructional practices.

Features
  • Comprehensive review of the Edwards Orton-Gillingham lesson structure.
  • Step-by-step guidance on using EOG materials and assessments effectively.
  • Strategies for differentiating lessons to meet the needs of diverse learners.
  • Step-by-step guidance for lesson pacing, planning, and data collection.
Included in the Self-Paced Refresher
  • Professionally recorded video content.
  • Videos of an EOG Certified Teacher implementing instruction with students.
  • Downloadable activities, sample lesson plans, and resources.
  • One-year unlimited access to course materials.

This refresher course ensures you stay confident and consistent in applying the Edwards Orton-Gillingham Approach, helping you to continue delivering high-quality, evidence-based literacy instruction. It’s ideal for educators who want to revisit core concepts, enhance their practice, or adapt to new challenges in the classroom.

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Looking to take a course at your own pace?

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Why Edwards Orton-Gillingham?

  • A contemporary approach backed with decades of experience
  • Effective instruction that demonstrates proven results
  • Continued support and resources
"In a literate society, reading is the foundational bedrock. At Edwards Orton-Gillingham, we believe that every individual has the right to read.” — Ann Edwards, F/AOGPE
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By using the simultaneous integration of senses — visual, auditory, and kinesthetic — Orton-Gillingham aims to 'rewire' the neurological connections in the language centers of the dyslexic brain.

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.

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