Using Online Orton-Gillingham Lessons to Teach Reading Comprehension and Word Recognition to Preschool Children at Risk for Dyslexia

Abstract

Purpose. The purpose of this study was to gain insight into the potential effects of online Orton-Gillingham-based instruction on improving some reading skills among children identified at risk for dyslexia. Methods. This study employed a quantitative approach using a quasi-experimental, pre-test and post-test and follow up design to investigate the effects of Orton-Gillingham-based instruction on reading comprehension and word recognition among preschool children at risk for dyslexia. Sixty children were chosen. Children received 3 training sessions a week, lasting between 40 and 45 min: (10) minutes for auditory training, (15) minutes for visual training, (10) for motor training and (10) minutes for pairing training. Results. The results indicated that using Orton-Gillingham method increased reading comprehension and word recognition among Arabic-speaking children at risk for dyslexia. Conclusion. Online Orton-Gillingham-based instruction was effective in improving some reading skills among children identified at risk for dyslexia. It is recommended that this method to be incorporated in into the curriculum in order to best-teach children at risk for dyslexia and other LDs. Teachers, particularly who are concerned with teaching reading to those type of children should be equipped with adequate knowledge and information about Orton-Gillingham-based instruction.