Tutor Trainee Reading List 2020

 


Academy of Orton-Gillingham Practitioners and Educators
Associate Reading List

Background: The Orton-Gillingham Approach was developed by Samuel T. Orton, June Lyday Orton, Anna Gillingham, Bessie Stillman, and Paula Rome. By reason of their various specialties, they provided strength in neurobiology, medical evaluation, and the psychology and pedagogy of education. All courses and practica considered essential for membership in the Academy derive directly from the work of these pioneers. Many students of Sam and June Orton, Anna Gillingham, Bessie Stillman, and Paula Rome generated their own excellent programs and instructional materials based on the foundations of their multi-disciplinary training. Those programs and materials, which the Academy recognizes as Orton-Gillingham based, may be used in addition to the primary works listed as required readings, but should not replace them.

Purpose: At the Associate level, the readings below are designed to add a broad background and knowledge base to communicate the essentials of effective literacy instruction, components of the Orton-Gillingham Approach, and the structure of our language.

Requirements:

  • The following readings are required at Associate Level.
  • The required readings listed below may be supplemented at the discretion of the Fellow.
  • How the readings and reflections are documented are at the discretion of the Fellow.
  • For the Seminal Works, Fellows will assign selections from at least one of the Seminal Works to study in depth.

The Academy Board of Directors has granted a one-year period of transition for completion of all of the readings on the Associate Reading List Updated in May 2020. Readings are listed under specific categories. We suggest that a trainee’s Fellow evaluates the readings that have already been completed. Then, the Fellow can decide what readings on the updated list will be required. The transition period to the new Associate Reading List ends on July 1st, 2021.

 

All publications used with permission.


Seminal Works

(Selections are assigned by the Fellow.)


The AOGPE seminal works reflect the foundational work of the founding Orton-Gillingham developers. The intent of these readings is to understand the historical background of the different regional strands of the Approach, their foundations, and their unique characteristics. Fellows will assign selections from at least one of the following Seminal Works to study in depth. Decisions regarding excerpts from the other works will be determined by the Training Fellow.

  1. Gillingham, Anna, & Stillman, Bessie. (1997). The Gillingham Manual: Remedial Training for Children with Specific Disability in Reading, Spelling, and Penmanship (8th ed.). Cambridge, MA: Educators Publishing Service. (ISBN-13: 978-0-8388-0200-7, other editions may be substituted.)
    ***The Gillingham Manual will be provided at the start of the course. Specific chapters will be assigned as part of nightly homework during training week.
  2. Orton, June Lyday. (1964). A Guide to Teaching Phonics. Cambridge, MA: Educators Publishing Service. (ISBN: 0-8388-0241-9)
  3. Rome, Paula & Osman, Jean. (1972). The Language Tool Kit. Cambridge, MA: Educators Publishing Service. (ISBN: 0-8388-0521-3)
  4. Rome, Paula & Osman, Jean. (1972). The Advanced Language Tool Kit: Teaching the Structure of the English Language. Cambridge, MA: Educators Publishing Service. (ISBN: 0-8388-0549-3)

Understanding of Dyslexia

(All selections are required.)


  1. The International Dyslexia Association. (2008). IDA Fact Sheet: Attention-Deficit/Hyperactivity Disorder (AD/HD) and Dyslexia.
  2. Hudson R., High L., Al Otaiba S. Reading Rockets. (2007). Dyslexia and the Brain: What Does Current Research Tell Us?
  3. The International Dyslexia Association. (2019). IDA Dyslexia Handbook: What Every Family Should Know.
  4. The International Dyslexia Association. (2017). Dyslexia in the Classroom: What Every Teacher Needs to Know.

Historical Perspectives on Orton-Gillingham

(All selections are required.)


  1. Academy of Orton-Gillingham Practitioners and Educators (2016). Academy of Orton-Gillingham Practitioners and Educators: Overview. Amenia, NY: Author.
  2. McClelland, J. (1989). Gillingham:  Contemporary After 76 Years. Annals of Dyslexia, 39, 34-49.
  3. Sheffield, B. (1991). The Structured Flexibility of Orton-Gillingham. Annals of Dyslexia, 41, 41-53.

Components of Effective Reading Instruction
Phonemic Awareness, Phonics, Fluency, Vocabulary, Comprehension

(All selections are required.)


  1. Ashby, J, Farrall, M. The Brain Basis of Fluency Development: Implications for Assessment and Instruction. AOGPE Winter/Spring Newsletter 2020
  2. Chall, J. (1983).  Chall’s Stages of Reading Development. From: Chall, J. (1983). Stages of Reading Development. N.Y.: McGraw-Hill Book Company.
  3. Sheffield, B. (1991). The Structured Flexibility of Orton-Gillingham. Annals of Dyslexia, 41, 41-53.

Handwriting

(All selections are required.)


  1. Berninger, V.W. (2012, May-June). Strengthening the Mind’s Eye: The Case for Continued Handwriting Instruction in the 21st Century. Principal, 91(5), 28-31. Reprinted with permission. Copyright 2012 National Association of Elementary School Principals. All rights reserved.
  2. King, D. H. (2015, April-May). Why Bother with Cursive? The Examiner. International Dyslexia Association.
  3. The International Dyslexia Association. (2012). IDA Fact Sheet: Understanding Dysgraphia.

Assessment and Evaluation

(Required.)


  1. The International Dyslexia Association. (2016). IDA Fact Sheet: Dyslexia Assessment: What It Is and How It Can Help.

History of English

(Required.)


  1. Moats, L. (2005-2005, Winter).  How Spelling Supports Reading. American Educator, 12-22 & 42-43.