Required and Recommended Reading

For Applicants for Certification by the Academy

Who is to be taught? What is to be taught? When is it to be taught? How is it to be taught? Why is it to be taught? These are questions central to the effective application of the Orton-Gillingham Approach.

 

There are two principal sources to which experienced Orton-Gillingham practitioners turn for answers to these questions. First, there is a body of knowledge derived from instructional practice that has been evolving for more than 70 years. Second, there is the body of expanding scientific evidence relevant to how persons learn to read and write; to why a significant number have difficulty in doing so; to how having dyslexia makes achieving literacy skills more difficult; and to which instructional practices are best suited for teaching such persons to read and write. The certification standards set by the Academy of Orton-Gillingham Practitioners and Educators call for command of these materials.

 

Underpinning the Orton-Gillingham Approach are foundational and seminal ideas from Samuel T. Orton, June Lyday Orton, Anna Gillingham, Bessie Stillman, Paula Rome and others. By reason of their various specialties, these pioneers provided strength in neurobiological science, medical evaluation and in the psychology and pedagogy of education. A number of educators influenced by the approach have gone on to generate their own excellent programs and instructional materials. Such programs and materials, where the Academy recognizes them as Orton-Gillingham based, may be used in addition to the primary works listed as required readings, but not as replacement readings.

 

The following lists contain both required and recommended readings. The dark bullet (•) identifies required readings and the hollow bullet (o) indicates those that are recommended. The individual Fellow will determine the specific requirements for each intern. In addition to the required and suggested readings, the Fellow may assign supplemental material. It is the responsibility of the Fellow to pursue new information rigorously via current research, publications, websites, videos, audiotapes, etc. Fellows are encouraged to share this information with other professionals, trainees and the Academy.

Resources for books:

http://www.abebooks.com/

http://www.proedinc.com/customer/default.aspx

http://eida.org/

http://eps.schoolspecialty.com/products

http://www.amazon.com/

The Required and Recommended Reading Lists may be accessed and downloaded here.

5.9.2016 The updated Associate Reading List is now available.

The AOGPE Overview has been updated. 

box Associate Reading List 5_2016

Fellow Information
Each Fellow, as always, has the option of assigning additional readings to his/her trainees.  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 which readings on the updated list will be required. The transition period to the new Associate Reading List ends on July 1, 2018.

             

Updated Reading List Questions and Answers

When does the reading list take effect?
The new reading list takes effect immediately with a transition period of 2 years. By July 1, 2018 all Fellows and Trainees must use the 2016 updated Associate reading list.

How do I get copies of the readings?
Links to most of the articles are embedded on the reading list. Ask your Fellow for copies of articles that do not have links available.

What if I have already started the old reading list and I am applying in July?
The reading list will not take full effect until July 2018. Until then, it is up to your Fellow to assign readings.

Is the original reading list still available?
Yes. The link to the original reading list is below. 

Associate Reading List 2012

 

boxCertified Reading List

 

 

boxFellow Reading List

 

 

Selected Reading

RECOMMENDED FOR THE PUBLIC

 

Adams, Marilyn. 1991. Beginning To Read. Cambridge: MIT Press.

 

 

Clark, Diana Brewster and Uhry, Joanna Kellogg. 2nd edition. 1995. Dyslexia: Theory and Practice of Remedial Instruction. Baltimore: York Press.

 

 

Kavenaugh, James F, (Ed.), 1991. The Language Continuum from Infancy to Literacy. Baltimore: York Press.

 

 

Rawson, Margaret. 1992. The Many Faces of Dyslexia. Baltimore: Orton Dyslexia Society.

 

 

Vail, Priscilla. 1987. Smart Kids with School Problems. New York: E.P. Dutton.

 

 

Wilkins, Angela and Garside, Alice and Enfield, Mary Lee. 1993. Basic Facts about Dyslexia: What Everyone Ought to Know. Baltimore: Orton Dyslexia Society.

 

 

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