Before EOG

When I was a fairly new 5th-grade teacher, I began to notice that many of my students could not read. Several of them were struggling, and I didn’t understand why. At the time, I was in graduate school with the goal of a master’s in Literacy. During my practicum, another student was taking Ann’s course at St. John’s University. Her student was extremely successful while my student was still struggling. After I graduated, I decided to take Ann’s class. I wanted to know how to actually teach someone HOW to read. When I took Ann’s class, I fell in love with it. She was a fabulous teacher, and I decided to continue on the path to certification in Orton-Gillingham with her. After training and my supervised practicum, I applied to the Academy of Orton-Gillingham at the 60HR (Associate Level) and then decided to go even further and take more training with Ann to pursue the 100 HR certification.

After EOG

After my training with Edwards Orton-Gillingham, my school principal noticed how well the students in my class were doing in their literacy development. She was so impressed with the results that she contacted Ann and the Edwards Orton-Gillingham team to train my entire school in The Orton-Gillingham Approach. As a result of the training, I was able to take a new position in my school as a Response to Intervention Teacher servicing K-5 grade levels in reading. My students did very well.

Above all, my training and certification enabled me to work with children with dyslexia and make meaningful strides in my student’s lives. Helping students was and still IS the most rewarding part of being an Orton-Gillingham Practitioner. Giving a student the gift of being able to read is my passion and joy. I have and will continue to change lives by having this unique skill that I learned at Edwards Orton-Gillingham. In addition, the multi-sensory, diagnostic, structured way in which I teach, influences how I teach all subject areas. It has truly taught me how to be the best educator I can be.

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