Current State of the Evidence: Examining the Effects of Orton-Gillingham Reading Interventions for Students With or at Risk for Word-Level Reading Disabilities
We checked this card's citation and the finding we state against the source's own page or record in October 2026.
What it found
Orton-Gillingham reading interventions did not statistically significantly improve foundational skills (phonological awareness, phonics, fluency, spelling) or vocabulary and comprehension for students with or at risk for word-level reading disabilities, although the average effect was positive. The authors call for more rigorous research with larger samples.
Effect size, as the source reports it: ES = 0.22 on foundational skills (p = .40); ES = 0.14 on vocabulary and comprehension (p = .59).
What kind of study it is
- Design
- Meta-analysis
- Weight
- A synthesis: it pools or weighs many studies, so it carries the most weight on the evidence meter.
- Who
- School-age children (K–12)
- Limits
- Not significant isn't the same as not working: the studies were too few and too small to tell either way.
Read it
doi.org/10.1177/0014402921993406
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Checked against the source in October 2026. All studies · How we rate the evidence · Something wrong? Tell us.