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Training & Course Options

30-Hour OG Course

The 30-hour 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 Academy of Orton-Gillingham Practitioners and Educators and IDA.

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
  • 30 CTLE – Continuing Education credits
  • 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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60-Hour OG Course

The 60-hour training course provides trainees with information that prepares them to work either 1:1 (tutoring) or in a small group using the Orton-Gillingham Approach. Trainees should strongly consider a supervised practicum and applying to the AOGPE and IDA for certification at this level.

30-hour coursework is NOT a

prerequisite for taking 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 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
  • Approved NYS CTLE Sponsor (60 CTLE credits)
  • 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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100-Hour OG Course

The 100-hour training course guides trainees towards becoming fully certified dyslexia practitioners. At this level, trainees will be capable of explaining and applying the underlying principles, specific concepts, and procedures of the Orton-Gillingham Approach in any educational setting to any age group.

60-hour coursework IS a

prerequisite for taking 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
  • Approved NYS CTLE Sponsor (100 CTLE Credits)
  • Three graduate credits from Adams State University*

* Additional costs

Who it’s for:

Individuals who have previously taken an EOG 60-hour course and intend on pursuing a supervised practicum and applying to the AOGPE and IDA.

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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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