Fall 2016
Founding Fellow Diana Hanbury King receives Lifetime Achievement Award from National Teachers Hall of Fame by Peggy Price, FIT/AOGPE Founding Fellow, Diana Hanbury A Guide to Helping Your Child at King, Ph.D., received the Lifetime Home: Developing Foundational Skills Achievement Award from The Na- in Reading & Writing in 2015. Each tional Teachers Hall of Fame on Sat- publication contains a wealth of in- urday, June 11, 2016. The award was formation crucial for any teacher or presented at the 25th Anniversary parent working with a dyslexic child. Gala Banquet at the Marriott on the Diana has been actively involved in Kansas City Plaza. the Academy since she helped found it in 1995, as well as in the Interna- Diana has a distinguished career tional Dyslexia Association (IDA), teaching students with dyslexia frequently writing articles for the for over sixty years, is a prolifi c au- IDA Examiner. She continues to thor, and co-founded The Kildonan present at national conferences, in- School and Camp Dunnabeck. Just a cluding the Academy’s most recent few of her books include, English Isn’t annual conference in Atlanta. Crazy! The Elements of Our Language and How to Teach Them, and her in- The National Teachers Hall of Fame valuable Writing Skills series which (NTHF) is a nonprofi t organiza- includes the Writing Skills Teacher’s tion, with a museum on Emporia Handbook, Writing Skills Books A, 1, State University’s campus, which 2, 3, Writing Skills Keyboarding, Cur- honors exceptional school teachers. sive Writing Skills for Right-Handed The NTHF recognizes only fi ve of Students, Cursive Writing Skills for the nation’s most exceptional teach- Left-Handed Students, and Writing ers each June who have demonstrat- Skills for the Adolescent. More re- ed commitment and dedication to cently, Diana has authored One by One: Working With Dys- teaching children. We cannot think of a more deserving or lexia, The Story of Dunnabeck and Kildonan in 2005 and accomplished educator!
The Academy’s newsletter is always looking for contributing writers. Do you have an idea for an article, or would you like to write one of our regular features, such as our book review? We want to hear from you. Please contact [email protected] Thank you!
1 President’s Message
Over the past two years, the Presidents of AOGPE, the International Multisensory Language Education Council (IMSLEC), Academic Language Therapy Association (ALTA), and Wilson Language Training (WLT) have been meeting on a regular basis. Our Academy News is published bi-annually four organizations represent training, accreditation, by the Academy of Orton-Gillingham and certifi cation programs that have been estab- Practitioners and Educators. lished for over twenty years with well-established AOGPE processes in place to certify and accredit organizations and individuals who PO Box 234, Amenia, NY 12501-0234 meet rigorous standards. Our organizations recognize that individuals with T | 845.373.8919 F | 845.373.8925 a diagnosed language learning disability or dyslexia require specialized and [email protected] diagnostic instruction from a highly trained teacher. Each of our organiza- www.ortonacademy.org tions certifi es teachers who have met rigorous standards, including a practicum mentored by a highly qualifi ed instructor. Together we represent over 30,000 The purpose of the Academy is to es- tablish and maintain the highest profes- certifi ed teachers. We fi rmly stand behind our standards as necessary for teach- sional standards for the practice of the ers of individuals with dyslexia to learn to read and write with profi ciency. Orton-Gillingham Approach. We certify Our trainers are experienced in teaching dyslexic students and have completed practitioners and accredit practitioner comprehensive training in addition to attaining each level of membership in training programs and student instruc- the organization. tional programs that use the Approach to address the language-based learning diffi culties associated with dyslexia. We have agreed to work collaboratively to advance the understanding of both The Academy is also active in profession- the effi cacy and importance of our training models and to maintain the high al development and public awareness. standards of the fi eld for the benefi t of the individuals with dyslexia whom we BOARD OF TRUSTEES serve. The AOGPE, ALTA, IMSLEC, and WLT provide the highest level of Sheila Costello, President teacher preparation for individuals to successfully teach students with dyslexia Marcia Mann, 1st Vice President how to read and write. Although our organizations have differences in process, Susan Santora, 2nd Vice President we acknowledge that we share common essentials and we recognize the creden- Rosalie Davis, Treasurer Theresea Petersen, Secretary tials of each organization. Mary Briggs Ann Edwards We also invite participation at conferences and workshops offered by each Louise Freese organization, recognizing each other’s CEU’s and opening more opportunity Janet George for our members to attend continuing education in a wider geographical area. Jean Hayward Amy Lawrence Karen Leopold This is an exciting but challenging time in the fi eld of reading instruction and Beth McClure dyslexia. More than twenty years of neuroscience research has given us much Norma Jean McHugh insight into the how the brain adapts to become a reading brain. The science Diane Milner of reading, and the differences in those individuals who fail to become readers, Trudy Stegelmen Odle is strongly established. The methodology and power of OG, what we do, and NEWSLETTER STAFF how we do it in every OG lesson, is increasingly validated by research and not Dawn Nieman, Co-Editor only by outcome. Parent advocacy groups are petitioning states and school Peggy Price, Co-Editor systems for appropriate interventions for their dyslexic children. Many com- Karen Leopold, IOC Chairperson mercial “OG based” programs are popping up and offering training courses Alicia Sartori, Executive Director for teachers through the Internet. The downside is that the fi eld is becoming confusing, not only for parents, but also for teachers looking for training. How does a parent evaluate a potential tutor, or a remedial program offered by a school? How does a teacher looking to enhance their knowledge and know how evaluate a training program?
The Academy, ALTA, IMSLEC, and WLT certify individuals who are thor- oughly prepared, through coursework and a closely supervised practicum by a continued on page 3...
2 Presidents Letter (continued from page 2) highly qualifi ed instructor, to work with dyslexic individuals. They accredit schools and clinics dedicated to teaching dyslexics, and colleges with programs and instructors to train teachers to work with dyslexic individuals. We fi rmly believe in the necessity of the practicum experience as an essential component of training at all levels. The practicum ensures teachers understand how to put theory into practice. The certifi cation process is rigorous, as it reviews the ability of the trainee to work with students and his or her ability to apply the principles of OG to any lesson or classroom. These standards are focused on a common goal, to give individuals with dyslexia the tools to become successful readers and writers.
When you achieve Academy certifi cation or that of ALTA, IMSLEC or WLT , you have professional credentials that inform parents and administrators of the extent of your training and expertise. Our organizations look forward to working together to provide the highest quality training and support to our members.
Sincerely,
Sheila Costello, F/AOGPE President, Board of Trustees
IDA Update by Sheila Costello, F/AOGPE and President, Board of Trustees, AOGPE
Many of you have recently been contacted by the Interna- term Structured Literacy, IDA has been working towards tional Dyslexia Association (IDA) offering you, as an AOG- certifi cation of general education teachers with a knowledge- PE member, the opportunity to take advantage of a “one base in Structured Language and teaching reading, and certi- time-offer” to become certifi ed by IDA as a Dyslexia Prac- fi cation of teachers trained to teach dyslexic individuals. The titioner (AOGPE Associate) or Therapist (AOGPE Certifi ed new IDA program offers three levels or Tiers of certifi cation. or Fellow) without taking the IDA exam. I’m sure you have Tier 1 and 2 are for classroom teachers and offered by the questions and are wondering if this is something we recom- Center for Effective Reading Instruction (CERI), a separate mend. The letter from IDA inferred that we had agreed and organization. Tier 1 is knowledge-based only and achieved were involved in this offer. This was not the case, and IDA by completing appropriate coursework and passing the IDA moved forward without the involvement of AOGPE, ALTA, exam. This exam was launched in the spring of 2016. Tier IMSLEC, or WLT. We recently met with IDA but continue 2 involves some practicum experience in addition to the re- to have questions regarding standards, accreditation, and de- quirements of Tier 1. Tier 3 certifi cation remains under IDA tails of the certifi cation process including unresolved issues and is for dyslexia specialists. Tier 3 has 2 levels, the Dyslexia about the Tier 3 process. We have agreed to continue this Practitioner and the Dyslexia Therapist. Coursework, practi- meeting at the IDA Orlando conference. cum, and passing the IDA exam is required for each Tier 3 level. The additional certifi cation from IDA is really an individual choice, but it is important that you are aware of the annual IDA is offering Associate, Certifi ed, and Fellow mem- cost involved, and the requirements and cost of maintaining bers of the Academy an opportunity to become IDA certi- that certifi cation through CEU’s. AOGPE is accredited by fi ed without taking the exam. This one-time opportunity IDA as a Tier 3 program, and our Associate and Certifi ed will end October 30, 2016. To maintain certifi cation, in- members are listed as equivalent to IDA Dyslexia Practitio- dividuals must pay annual dues to IDA, obtain 10 CEU’s ners and Therapists. Although IDA Certifi cation acknowl- annually, and take the IDA exam every 7 years. There are edges equivalency, it does not add to the level of training no details at this time on what would qualify for CEU’s. already achieved as an AOGPE member. IDA is offering a reduced annual Certifi cation fee for Academy members holding both certifi cations, but please Following the publication of the Knowledge and Practice know that this fee is in addition to Academy annual dues. Standards for Teachers of Reading and the adoption of the continued on page 12... 3 Paula Dozier Rome (1918-2008) Reprinted from Academy News, June 1997
In 1978, forty years into her career, Paula Dozier Rome re- Paula’s uncle, Paul Dozier, joined the Navy in the spring of ceived the Samuel T. Orton Award, the highest honor be- 1942, and following her graduation from college that year; stowed by the Orton Dyslexia Society. In presenting this Paula became the acting head of the Language Clinic. While award, the Society rightfully recognized Paula as a leader in in this role, she also worked as a consultant to the Lancaster the fi eld of language disabilities. She shares this distinction Child Guidance Clinic. When Howard Rome, a Navy physi- with her illustrious peers, previously so honored, including cian during the war, returned from his tour of duty in the June Lyday Orton, Dr. Lauretta Bender, Dr. MacDonald South Pacifi c, the young couple moved to Washington, D.C. Critchley, Dr. Edwin Cole, Dr. Lloyd Th ompson, Dr. Rich- Dr. Orton kept in touch with Paula, and in addition to rec- ard Masland, Katrina de Hirsch, Sally Childs, Margaret Raw- ommending her to Mrs. Elizabeth Kingsbury, the Director of son, Beth Slingerland, Roger Saunders, and Aylett Cox. the Remedial Reading Center in Washington, he asked Pau- la to take a part-time position in a private school in Spring Paula’s early and continuing interest in students who fail to Valley, Maryland. In addition, Paula continued tutoring the learn to read and spell easily began when she left her home many children and adults referred to her by Dr. Orton. in California in 1938 to attend the University of Pennsylva- nia in Philadelphia. Th ere, she began work in the Language Howard Rome accepted an off er to join the staff of the Mayo Clinic under the supervision and training of her uncle, Paul Clinic in 1947, and the young family set off for the Midwest. Dozier, who was both a Board certifi ed neurologist and psy- It was in Rochester that Paula fi rst met Dr. Benjamin Spock, chiatrist. Dr. Dozier, a graduate of Harvard Medical School, a pediatrician at the Mayo Clinic. Dr. Spock was familiar had worked during the summers in Maine as a private tutor with the work of Dr. Orton, and he gladly referred children for two young boys diagnosed by Dr. Samuel T. Orton with from his practice to Paula for educational testing and reme- “strephosymbolia.” Following his internship in Boston, Dr. dial teaching. Th ere was not then, nor has there been since, a Dozier attended Columbia University in New York for resi- lack of demand for this help. dency training. Th ere he requested the opportunity to work with Dr. Orton at the New York Neurological Institute. Th e In 1950, Paula established the Reading Center in Rochester two men worked together for four years, and it was on the to off er the evaluations, consultations, and remedial therapy recommendation of Dr. Orton that Paula Dozier received a she had learned from Dr. Orton and Dr. Dozier. Although Rockefeller Fellowship to establish a language clinic at the she initially worked alone, Paula soon trained others as tu- Institute of the Pennsylvania Hospital for Neurological and tors. Demand for the Reading Center’s services continued to Psychiatric Diseases. In this setting, where the work was grow, and in 1956, Paula was joined by Jean Smith Osman modeled on Dr. Orton’s language clinic in New York, Paula who became Co-Director of the Reading Center in 1966. began to teach under the supervision of her uncle, Dr. Doz- In 1990, the Reading Center became part of the larger, not- ier. Her work, which has always included teaching, evolved for-profi t Dyslexia Institute of Minnesota, and Paula served to include teacher training, educational testing, and language as the President of the Board of Directors at the Institute’s assessments. beginning.
Paula often accompanied her uncle on his visits to consult In the forty-seven years since it was founded, the Reading with Samuel Orton in New York. She remembers that both Center and its Orton-Gillingham trained staff have helped Dr. Orton and his wife, June Lyday Orton, were vitally in- thousands of adults and children who struggle with dyslexia. volved in the work and the success of the language clinic at Under the guidance and teaching of Paula Rome and Jean the New York Neurological Institute. Dr. Orton took charge Osman, hundred of parents, teachers, school administra- of the neurological and medical aspects of each student’s tors, and physicians from throughout the world have learned case, and June Orton, along with managing the offi ce and about dyslexia and the appropriate remedial techniques supervising tutors, did most of the educational evaluations. needed to give students the opportunity to succeed. Many During these early years, Paula had the opportunity to get trainees of the Reading Center have themselves launched suc- to know Dr. and Mrs. Orton as well as Anna Gillingham, as cessful training programs, broadcasting the seminal work of colleagues and friends. Samuel T. Orton and his colleague Anna Gillingham in ever widening circles. Numerous well-known leaders in the Or- In 1941, Paula Dozier married Dr. Howard P. Rome, a psy- ton Dyslexia Society and the Academy of Orton-Gillingham chiatrist. Th is fortuitous union lasted fi fty-two years and Practitioners and Educators, including Marcia Henry, Arlene resulted in fi ve children and, to date, twelve grandchildren. continued on page 5...
4 Accredited Site Spotlight: Camperdown Academy
“Pretty good for a guy that didn’t think he would ever That tutor becomes the advocate for each child and works make it past third grade!” closely with content teachers to insure that progress is on track, and gains seen during the tutorial period are translat- That is how Garison Taylor ends his story. It’s a story about ing to progress in the larger classroom setting. his dyslexia, and about the formative time he spent at Cam- perdown Academy that prepared him to attain multiple col- The 98.8% high school graduation rate experienced by lege degrees and enjoy his chosen career path. alumni has put Camperdown on the map nationally. This past school year, families from Colorado, New York, The despair Garison remembers from his grade and Georgia relocated to the Upstate of South school years is a common emotion felt by stu- Carolina for the express purpose of enrolling a dents entering Camperdown Academy. For child at Camperdown Academy. more than thirty years, the Greenville, South Carolina school has offered excel- Camperdown’s approach has made educa- lence in the education of dyslexic chil- tional milestones more attainable for chil- dren by providing a 3:1 student to teacher dren who are experiencing language-based ratio along with the Orton-Gillingham learning disabilities. When education is Approach. Struggling students arrive feel- individualized, students attain confi dence ing worn down, overlooked, and different. as reasonable tasks are successfully complet- Camperdown teaches children in grades 1 ed. This confi dence cultivates a constructive through 8 to be proud of their dyslexia, to focus outlook of personal potential and achievability. on strengths while addressing weaknesses, and to Dyslexic students learn best by doing, and Camper- cultivate advocacy skills. One hundred percent of our staff down’s utilization of the Orton-Gillingham Approach has are trained in Orton-Gillingham and utilize the Approach been an essential component of successful learning for stu- across all content areas. Class sizes max out at twelve, with dents like Garison and so many others. math being further broken down to a maximum of six stu- dents per class. In addition, each student in grades three and For more information about Camperdown or to schedule a above receives a daily tutorial session in a 1:1 or 2:1 setting tour, please contact Dan Blanch at 864-244-8899. Visit the that allows the tutor to focus on the area(s) of greatest need. website: www.camperdown.org
Paula Dozier Rome (continued from page 4) Reprinted from Academy News, June 1997 Sonday, C. Wilson Anderson, Kay Howell, and Mary Lee En- sands of people understand dyslexia and the diffi culties faced fi eld, received their introduction to dyslexia and their early by individuals with language processing problems. Th e Lan- training at the Reading Center. guage Tool Kit, co-authored with Jean Osman in 1972, has been published in both English and Spanish and is the foun- It was in the early 1960’s that Margaret Rawson, who had dation of basic instruction for thousands of dyslexic students. worked with Dr. Dozier, contacted Paula and invited her to In the course of nearly sixty years in the fi eld of language participate in the small but growing Orton Dyslexia Society. learning disabilities, Paula has frequently been recognized and Th is invitation resulted in a close association that continues to honored by local national, and international organizations for this day. In the interim decades, Paula has served as the Presi- her service, dedication, and numerous contributions to the dent of the Upper Midwest Branch of the Orton Dyslexia better understanding and welfare of children and adults with Society, which she helped to establish, as a member of the dyslexia. Th e words imprinted on the Samuel T. Orton Award Society’s National Board of Directors, and as a Vice President presented to Paula Dozier Rome bear eloquent testimony to to the National Orton Dyslexia Society on several occasions. her life and work. Under Paula’s determined leadership, the First World Con- gress on Dyslexia was held in Rochester in 1976. “Sensitive and thorough, teacher and friend to students, teachers, and physicians, her contributions to the Society have Paula has served as a consultant to numerous schools and spread from a small Midwestern town to the distant corners training programs and has been an Adjunct Instructor for of the globe. Her work has enlightened many as to the means both Carleton College and Antioch College. She has written by which one may help unburden the student perplexed by and co-authored numerous publications and has helped thou- written language.” 5 Fellow-in-Training Q&A How do you just “know it”? JM: For me, it was important that I experience other trainers Over a cup of coffee and bagels, Jenni Miller and Josie Cala- and learn from watching other styles of teaching. By doing mari sat down to refl ect on their journey through the Acad- that and tutoring a lot, I fi nally found my rhythm and my emy of Orton-Gillingham Practitioners and Educators’ levels voice. More than anything, I think it is so important to ask of certifi cation. Both are currently Fellows-in-Training in the questions and be curious. Atlanta area. JC: Practice and more practice. OG isn’t like riding a bike. I don’t know if you can leave it, come back, and pick up When did you start wanting to work towards Fellow? right where you left off. When we were in the Roadrunners class, I would decode billboards and explain spelling rules on JM: Taking Roadrunners (a year long Associate Level course road trips. My husband, after realizing I wasn’t going to stop, at The Schenck School) was an eye opening experience. I had would ask me why. Having to explain various elements of the always loved language, so OG was a perfect fi t. I couldn’t wait language to someone with no background made me really to learn more. Teaching a whole group in a mentored school consider the way in which I delivered information. was a wonderful way to start, but honestly, tutoring is where I found my rhythm and when I learned the most. Working in Was this always your dream? How did you avoid the community, I realized how desperately our public school feeling competitive? teachers need this knowledge. I began to work towards be- coming a Fellow in hopes of bringing OG into our Greater JM: Josie and I were so lucky to have similar work ethics Atlanta community. and passion. Since her heart was in growing Schenck and mine was in developing OG in our community, we never felt JC: My story is very similar to Jenni’s. That fi rst class brought competitive. We’ve always been able to provide each other so much together for me. I wouldn’t say I loved language; it feedback, disagree, grow, and learn from each other. Plus, I was more a love-hate relationship. I learned to read adequate- genuinely like her and want to see her succeed. There is more ly, but spelling was always a mystery to me. Then, the way than enough work for all of us. OG instruction empowered students was as close to magic as I was going to get. Tutoring may have been the hardest thing JC: Agreed! If one in fi ve of our students are dyslexic, and I had taken on, but with each lesson and each student, I be- most undergraduate programs (at least the ones I have en- came more confi dent in my knowledge and skills. I decided countered) don’t provide preservice teachers with direction to work on becoming a Fellow when I realized that I loved on how to implement phonics instruction, then schools will sharing that with my co-workers. always need trainers to develop their staff. As Jenni said, I have always wanted to stay at The Schenck School, and she How have you approached fulfi lling all of the wanted to dive into the community. Our long-term dreams requirements? were always on parallel tracks!
JM: I’m very list motivated. I immediately attacked the read- How long does it really take? ing list and the student profi le because those were the tangi- ble things I could do. From there, it was about increasing my JM: You can’t be driven by a timeline. It is about when you teaching experiences and taking courses from other trainers. are really ready. Everyone takes a slightly different path. You have to give yourself time to do all the things. JC: I have to be honest. I needed Jenni’s gentle push. I was motivated, but I needed to be accountable to someone else. JC: You have to listen to your Training Fellow. He or she will I am very good with deadlines, so Jenni would set one for be a good judge of when you are ready to apply for a specifi c us. Working alongside each other, we had the opportunity to level. discuss tutoring students and learn from one another. JM: Josie and I joke that I quit my day job to become a Fel- JM: I think having a depth and breadth to your tutoring low, and Schenck created a job for her to become one. It’s practice is the fi rst step. You have to have experience teach- really diffi cult to do all the training and supervision you need ing ALL kids of ALL ages- not just the typical “Schenck” to do while teaching full time. Plus, you need to continue tu- profi le. I’ve actually learned the most from my middle school toring. To me, tutoring is what keeps your training authentic. and high school students. Marcia Mann wrote this amazing article for the Academy newsletter a few years ago about what JC: When working specifi cally toward Fellow, you are jug- it means to be Certifi ed. It was brutally honest and a little gling a lot. I didn’t have my master’s degree, so I had to add shell-shocking, but it was a really great way to understand on graduate school. Again, don’t be driven by anyone’s time- the difference between being an Associate member versus a line. I know Jenni will reach Fellow before me, and that is Certifi ed member of the Academy. okay. I won’t be far behind! continued on page 17...
6 Dr. Laurie Cutting and Dr. Maryanne Wolf speak at the Academy’s Annual Conference by Peggy Price, FIT/AOGPE Attendees at the Academy’s Annual Conference in Atlanta, Geor- narrative text activates areas thought to be related to social cogni- gia were privileged to hear keynote addresses from two leading tion, expository text activates the dorsal lateral prefrontal cortex, neuroscientists in the fi eld of literacy research. Laurie Cutting, thought to be related to EF. Th is fi nding has important instruc- Ph.D., gave the keynote address on Friday, April 1, 2016. Dr. Cut- tional implications. On the surface, expository text can some- ting is a Patricia and Rodes Hart Professor of Special Education, times appear easier based on the number of words in a sentence, Psychology, Radiology, and Pediatrics at Vanderbilt University but may still be more challenging to comprehend. in Nashville, Tennessee. She is also a Senior Scientist at Haskins Laboratories and a member of the Vanderbilt Brain Institute as well as the Center for Cognitive and Integrative Neuroscience at Vanderbilt University. Dr. Cutting’s research focuses on brain be- havior relations in children and adolescents, with a particular em- phasis on reading disabilities, language, and executive function. Her informative talk, “Unraveling the Components of Reading Comprehension: Neurological and Cognitive Factors,” explained the role of executive function in reading comprehension.
Reading comprehension is the ultimate goal of reading, yet it eludes many students for a variety of reasons. Scarborough’s Braid explains reading as two strands of word recognition and language comprehension, which each have multiple component skills. Stu- dents who have poor word recognition, but are strong in language EF is predictive of reading comprehension and is a crucial com- comprehension, are identifi ed as having dyslexia. Th ey may strug- ponent weaved into both strands of Scarborough’s Braid, word gle with reading comprehension, but it is due to poor decoding recognition and language comprehension – not a third strand. skills. Once they can effi ciently decode, they are likely able to Neuroscientists understand that reading is not localized to one understand what they read. part of the brain, but rather requires vast and effi cient functional connectivity (how diff erent areas of the brain connect and work together). When research participants are asked to read words in isolation, they activate their left middle temporal gyrus, associated with phonological processing. When asked to read passages, ad- ditional areas of the brain activate, such as the left angular gyrus that is associated with building global coherence. Our brain uses fl exible neural networks depending on the reading task.
In sum, reading comprehension requires both word recognition and language comprehension. EF is necessary for each strand to work effi ciently toward the goal of reading comprehension. If we imagine our brain as having an executive assistant to ensure we know how to tackle tasks, tie elements together, and get things done, in this case reading and understanding a text, this is Ex- ecutive Function. EF slowly develops with age; therefore, teach- ers should be thoughtful when introducing expository text to Students who can easily decode words but struggle with reading younger students. Background knowledge is important for read- comprehension are thought to have “specifi c reading comprehen- ing comprehension, but research studies have shown that back- sion defi cits.” In this case, reading comprehension could suff er ground knowledge alone does not explain reading comprehension due to defi cits in oral language and/or executive function. diffi culties.
Executive Function refers to higher order skills sub-served by the As Orton-Gillingham practitioners, we use the OG Approach to brain’s frontal lobe. Examples of Executive Function (EF) skills teach each element of Scarborough’s model as needed to ensure include working memory, planning, organization, inhibition, and each of our students can comprehend what they read. Reading self-monitoring. We need executive functioning to organize men- comprehension cannot occur until the student has automatic tal processes for goal-oriented behavior. Dr. Cutting’s research lab word recognition, but word recognition alone may not result in investigated if EF predicts reading comprehension defi cits. If so, comprehension. how does EF fi t into Scarborough’s Braid? Th rough neuroimag- ing, Dr. Cutting’s team found that EF appears to be crucial to Dr. Maryanne Wolf gave the second keynote address on Saturday, reading comprehension. April 2nd, on “How the Reading Brain Teaches Us to Th ink.” Dr. Wolf is a John DiBaggio Professor of Citizenship and Public Ser- Diff erent texts demand diff erent levels of EF from the reader. vice Eliot-Pearson Department of Child Development. She is also More specifi cally, expository or informational texts require more the Director of the Center for Reading and Language Research at EF than narrative text. Neuroimaging studies show that while continued on page 8... 7 Dr. Laurie Cutting and Dr. Maryanne Wolf speak... (continued from page 7) by Peggy Price, FIT/AOGPE Tufts University in Boston, Massachusetts. She is the author of Dr. Wolf shared a future research goal of earlier identifi cation of the best-selling Proust and the Squid: Th e Story and Science of the those at risk for dyslexia by generating a genetic profi le by age fi ve. Reading Brain. What does intervention for dyslexia look like before age fi ve? Recent research with intensive music training and language enrichment Dr. Wolf reminded the audience that reading is a cultural inven- yielded stronger gains than the average twenty-minute music class tion; we are not born wired to read. Taking preexisting brain per week. Dr. Wolf urged all attendees to fi ght to keep arts curricu- structures, such as our ability to visually discriminate objects, and lum in schools. understand and use language, our brain learns something new – reading – through neuroplasticity within limited neural struc- Reading is a refl ection of our physiology and society. Brain circuitry tures. Multiple exposures to a word, or orthographic patterns in is malleable based on environment. With that said, is learning to the visual word from areas of the brain, lead to the creation of a read on a screen diff erent than reading from a book? Yes! Th e digital age brings both advantages and disadvantages to developing, strug- gling, and skilled readers. A disadvantage of our burgeoning digital culture is that it fosters surface skimming versus deep reading. Per- haps you are reading this on a screen right now. Hopefully, you are riveted to each word in this article and not scrolling up or down or opening other tabs in your browser. Reading online requires less sustained attention than is needed to comprehend rich and complex text. On the other hand, an advantage to screen reading is that we are interacting with text at a voracious rate. We read approximately 100,000 words a day, even if the reading is fragmented and episodic. Reading on a screen cannot be stopped, nor should it be. Rather, Dr. Wolf advocates the development of a biliterate brain, where we can easily shift from surface skimming and deep reading depending Dr. Maryanne Wolf upon the reading task. Another advantage of the proliferation of reading circuit. A typical reader may only need a few exposures to screens is greater access to underserved populations. Dr. Wolf is cur- a word, but a dyslexic reader may need ten times more repetition. rently conducting research in Ethiopia, Uganda, and South Africa Th is speaks to the importance of the OG principles of teaching through Curious Learning: A Global Literacy Project to bring tab- to automaticity and delivering instruction at the student’s pace of lets with software to teach children how to read. Reading is a basic mastery, instead of using a set program. right and a global social justice issue. If we can lower illiteracy, we can also decrease poverty and improve global health. We can never assume students will automatically create their own reading circuit without diligent instruction. Dr. Wolf outlined A champion for the OG Approach, Dr. Wolf personally shared how the necessary components of literacy instruction through the ac- one of her sons struggled with dyslexia and ultimately triumphed ronym POSSM (phonemes, orthography, semantics, syntax, and through OG tutoring under the expertise of Mary Briggs, F/AOG- morphology). Each element must be taught explicitly. Semantics, PE. or vocabulary’s role, includes polysemy or multiple word mean- ings. When students are taught multiple word meanings at an Both Dr. Cutting and Dr. Wolf spoke of the immense complexity early age (e.g., tracks, jam, stamp, wave), they learn cognitive fl ex- and interplay between biology and environment that can help or ibility. In one of Dr. Wolf’s famous quotes, she reminds us that, hinder the creation of this amazing reading brain. Dr. Cutting spoke “the more you know about a word, the faster you will read and of the importance of Executive Function, and Dr. Wolf spoke of comprehend that word.” Similar to Dr. Cutting’s keynote, we can- the need for deep reading, which both require sustained attention, not assume that once a student can decode a word, they will know to understand what is read. Th e message of both keynotes is that what it means. For individuals with dyslexia, there may be defi cits environment – teacher instruction – matters greatly, and we cannot in phonological processing, rapid naming, or both (known as the assume our children will either learn to read, or understand all that double defi cit). they can read, without a skilled, highly-trained, and patient teacher.
Thank you for your continued support!
Every contribution helps the Academy fulfi ll its mission of setting and maintaining professionals and ethical standards for the practice of the Orton-Gillingham Approach and to certify individuals and to accredit instructional and training programs that meet these standards.
CLICK HERE TO DONATE TO THE ACADEMY
8 Socratic Questioning: A Critical Component of OG Instruction by Trudy Stegelman Odle, F/AOGPE A core principle when implementing the Orton-Gillingham What types of skills must our tutors have to be able to think Approach is the use of Socratic questioning throughout the with, and ahead of, our students and generate the necessary lesson. This is frequently not emphasized enough when we questions to drive this Socratic questioning and diagnostic- describe our OG Approach to others. However, Socratic ques- prescriptive teaching process? In keeping with the theme of tioning is the essence of what engages the student and teacher classical thought in this article, I submit that our tutors must in a rich, ongoing dialogue that keeps the learner and the develop a broad and deep foundation of knowledge, under- teacher in that “zone of proximal development” that is pro- standing, and wisdom. ductive. It is a critical piece of the diagnostic-prescriptive pro- cess that takes place every minute of every lesson. It is highly First, Orton-Gillingham tutors/therapists need to com- effective for learning, and not only do our students become plete the Academy coursework to arm themselves with a actively engaged and motivated as they develop skills, but our solid foundation of knowledge. This is the foundational teachers so often fi nd a renewed deep joy of teaching when content knowledge that we acquire through the rigorous pro- combining their OG knowledge with this lively, interactive cess of mastering concepts in these subject areas: principles process. and methods for applying the Orton-Gillingham Approach for reading and written language intervention, the structure In Proust and the Squid, Maryanne Wolf’s review of concepts of language at all levels, how students learn to read and what from Socrates and Vygotstky clearly reinforces the power disrupts this process, assessment of dyslexia and learning, of Socratic questioning used in our Orton-Gillingham Ap- what research is telling us about brain function and learning, proach. Wolf wrote that Socrates actually expressed resistance which types of intervention do and do not work, the emo- to the reading process as a valid way to learn. As the master tional and social impact of dyslexia and learning disorders, of oral dialogue to generate higher-level thinking, Socrates and how other disorders can interact with dyslexia. described written language as “dead discourse” that freezes thought in time. He stressed the critical process of oral in- Second, we apply our knowledge to develop deeper under- quiry and dialogue between teacher and student as “living standing. This is the role of the practicum experience. Mov- speech” that guides the student to deeper level thinking. She ing from course to practicum is like the difference between also noted that the famous Russian psychologist, Lev Vygot- reading a book on surgery and actually performing surgery. stky, “held that the social interaction between teacher and Many of us became educators because we are usually good learner plays a pivotal role in developing a child’s ever deep- or great book learners. However, no one can take the next ening relationships between words and concepts.” In Orton- step into synthesizing all of the above content and applying Gillingham tutoring, the knowledgeable inquiry process and it consistently without ongoing mentoring and support from warm and lively interaction between the tutor and student knowledgeable mentors, such as our Academy teaching Fel- forms a strong basis for success. lows.
The following list of principles from the Role of Socratic While practicing the basics of formulating, implementing, Questioning in Thinking Teachers and Learning applies to and pacing lessons, it is during the practicum that we learn OG tutoring when engaging in Socratic dialogue: how to weave thoughtful, Socratic questioning techniques • Respond to answers and errors with a further question into each step of our lessons. To introduce new learning, we (that calls upon the respondent to develop his/her think- lead off with discovery of a concept through a combination ing in a fuller and deeper way) of crafting careful examples and by asking well thought-out • Seek to understand the ultimate foundations for what questions. Perhaps the most critical and diffi cult to learn (and is said and follow the implications of those foundations what makes OG tutoring so very distinctive compared to oth- through further questions er approaches), is the ability to observe student responses at • Treat all assertions as a connecting point to further each step of the lesson and make error corrections by asking thoughts a question each time. What we sometimes refer to as “error • Treat all thoughts as in need of development correction techniques” or “error repair” is actually where some • Recognize that any thought can only exist fully in a of the deepest tutor knowledge must be employed. We must network of connected thoughts. Stimulate students — internally analyze the student’s error, understand the likely through your questions — to pursue those connections reason behind it, and know which question to ask to move • Recognize that all questions presuppose prior questions the student another step forward. and all thinking presupposes prior thinking. continued on page 11...
9 2017 AOGPE ANNUAL CONFERENCE April 28-29, 2017 Boston Marriott Newton 2345 Commonwealth Avenue, Newton, MA 02466
Thursday, April 27, visits to: Th e Carroll School Commonwealth Learning Center
Friday, April 28 - Keynote: Steve Wilkins Head of School, Carroll School, Lincoln, MA
Saturday, April 29 - Keynote: Albert M. Galaburda, M.D. BIDMC and Harvard University, Boston, MA
Scholarship Opportunity Th e Ruth Harris Travel Award Please visit the Academy’s website for more information: www.ortonacademy.org Scholarship application deadline is March 17, 2017
The Call for Papers is Open! Please submit your proposal by Monday, November 28, 2016. Th e Program Selection Committee will notify all lead presenters via email by December 16, 2016. Th e form is available on the Academy’s website: CLICK HERE TO DOWNLOAD THE FORM
SAVE THE DATES:
AOGPE Fellow Webinar: Mind the Gap – The Gap Between Knowing and Doing October 4, 2016 | Tuesday | Online 6:30 pm – 8 pm EST Speaker: Jean Schedler, Ph.D., F/AOGPE Open to Fellows and Fellows-in-Training
VISIT AOGPE AT THE 2016 IDA CONFERENCE October 26-29, 2016 | Orlando, Florida | Visit AOGPE Booth 418 Please join us for an Academy Sponsored Reception Th ursday |October 27th | 6:30 pm – 8:30 pm | Anaheim Room
Please visit the Academy’s website for more information: www.ortonacademy.org
10 Socratic Questioning: A Critical Component of OG Instruction (continued from page 9) by Trudy Stegelman Odle, F/AOGPE Third, mature understanding requires wisdom. “Wisdom all areas of learning in this fi eld, is a life-long process. implies a blending of knowledge, experience, understanding, common sense, and insight. It also calls one to perform an ac- As one of my college instructors once said, “Just remember tion with the highest degree of adequacy and to avoid wrong- that, for our dyslexic students, there are no cookbooks or doing. It often requires control of one’s emotional reactions bandwagons.” So, when we are asked this question about OG so that the universal principle of reason prevails to determine tutoring — “Is there an app, a workbook, or a manual for one’s action.” (Wikipedia) that?” The answer is a resounding no. The core of success for our students is to receive lively, active OG instruction from Wisdom is the ultimate goal of the OG tutor training process. our tutors/therapists who have acquired deep knowledge, un- It implies using good judgment in all decisions. It does not derstanding, and wisdom. emerge fully formed at the end of training, but wisdom is en- couraged from the beginning and continues to develop over Sources: time. By developing wisdom, tutors/therapists learn to un- derstand and judge how to instruct each student at each age The Role of Socratic Questioning in Thinking, Teaching, and and ability level within the scope and sequence that we cover. Learning. The Foundation for Critical Thinking, (n.d.) Re- It requires us, as teaching Fellows, to ask those questions that trieved May 23, 2016, from http://www.criticalthinking.org guide our trainees to integrate their broader experiences and understanding as they progress through training. At this level, Wisdom. (n.d.). Retrieved June 01, 2016, from https:// tutors apply the judgment needed for the pacing of each les- en.wikipedia.org/wiki/Wisdom son, correcting weak areas, and moving to new concepts. We learn how to maintain a positive, supportive attitude when Wolf, M., & Stoodley, C. J. (2007). Proust and the Squid: faced with an emotional, frustrated, or inattentive student. The Story and Science of the Reading Brain. New York, NY: We learn what not to say as much as what to say. And this, like Harper.
The Academy’s application process is online!
Go to www.orton-gillingham.fl uidreview.com and set up your account. Make sure you select the correct “stream” based on the certifi cation for which you are applying. Questions? Email [email protected]
New Academy of Orton-Gillingham Pins
1. Fellow Level: Green/Gold 2. Certifi ed Level: Red/Gold 3. Associate Level: Antiqued Gold 4. Classroom Educator Level: Antiqued Silver
11 A Tribute to My Mentor by Susie van der Vorst, F/AOGPE
When I fi rst met Diana Hanbury King, I never imagined that er, trainer, or mother that I am without her infl uences along she would become so infl uential in my life and such a dear the way. and beloved part of my inner circle. I must admit, I was a bit intimidated by her at fi rst. She had a reputation as an all- Diana inspired my husband and I to start a camp that would knowing, no-nonsense woman. Her formidable demeanor mimic much of the tenets of her summer camp. Although I and aristocratic British accent only added to my trepidation. thought it was a meager attempt at replicating her program, And yet, her knowledge and wisdom were so she has stated that she knew Camp Spring inspiring, I wanted to get closer to her and Creek was good, but she never realized just learn from her. how good it was until she came to spend a week with us last summer. I asked her to observe me in my fi rst year of Orton-Gillingham training. I was nervous Diana has a huge heart and has made such about the feedback she would provide; how- a wonderful contribution to the lives of so ever, she always helped me to grow, meeting many. She has helped many individuals me where my understanding was and lead- with dyslexia fi nd their natural talents and ing me forward without making me feel in- overcome their language challenges. She has ferior. educated many parents and taught them how to advocate for their children. Most im- Diana has always instilled a desire in those portantly, she has shared and continues to with whom she works to push them further. share her expertise with many practitioners, The goal is gaining a better understanding whether they are parents, teachers, or tutors. of the structure of English and how best to She shares her knowledge and experiences to reach each and every child. Watching her make as much of an impact on the fi eld of engage with a child is so magical. She ana- Diana Hanbury King education as one person can possibly make. lyzes her students right away and understands their strengths She continues to help parents and teachers, and the children and challenges, building them up almost seamlessly. From the they serve, by putting as many experiences and examples into start, I wanted to replicate the way she helps children. Diana her most recent books. gives honest feedback, but she also learns from the people she has trained. One of the biggest compliments she ever paid Diana steered me toward my passion, and she enriches my me was when she liked an activity I had added to make my life with each encounter. She is a dear friend and mentor, and lessons cognitively engaging. For nearly thirty years, she has I owe her so much gratitude for the person I have become been training and mentoring me, and I wouldn’t be the teach- today.
IDA Certifi cation AOGPE Certifi - IDA Initial Cer- IDA Annual Cer- Annual IDA Dues for active AOGPE cation tifi cation tifi cation Dues members holding both certifi cations
Dyslexia Practi- Associate $220.00 $250.00 AOGPE IDA tioner $90.00 + $175.00= $265.00 Dyslexia Thera- Certifi ed $270.00 $300.00 $150.00 + $200.00= $350.00 pist Dyslexia Thera- Fellow $270.00 $300.00 $250.00 + $200.00= $450.00 pist
Also note that these fees do not include IDA membership, which for a professional member is an additional $95.00/year. All this information is also available on the IDA website; www.dyslexiaida.org.
12 Speakers at the 2016 AOGPE Conference Navigating the Academy’s Application by Dawn Nieman, F/AOGPE Standards, by Norma Jean McHugh, F/AOGPE, Smyrna, GA The AOGPE’s 17th Annual Conference - “The Dynamics of Dyslexia” - was held at the Atlanta Marriott Buckhead Hotel and Conference Center in Atlanta, Georgia. Before the conference started, fi fty people went on a tour of the Decoding a Psychological Report, by Schenck School on Thursday, March 31. While there, at- Leslie Stuart, Ph.D., Private Practice, tendees were able to see the building, classroom setups, and Atlanta, GA watch lesson demonstrations to get a better understanding of how children with dyslexia are remediated in this Acad- emy Accredited School. Our thanks to the Schenck School for opening their doors. Knowing What You Read: Teaching Comprehension, by Josephine Calamari, It is exciting to report that there were a total of 345 attend- FIT/AOGPE, The Schenck School, ees, 235 of them being current Academy members. Atlanta, GA
The Yoshimoto Scholarship for Public School Teachers went to Janel Stover, OG and Braille: Unlikely Approaches A/AOGPE from Hawthorne Elemen- Unite, by Jill Dejak, FIT/AOGPE, tary School, Duluth, GA. Longleaf Academy, Southern Pines, NC
There were numerous experts who presented at the confer- ence. Friday’s sessions started with our AOGPE Online Application - Q&A keynote speaker Laurie Cutting, Ph.D. session, by Alicia Sartori, Executive Her presentation was titled “Unraveling Director, Academy of Orton-Gillingham the Components of Reading Compre- Practitioners and Educators, Amenia, NY hension: Neurological and Cognitive Factors.” The Role of Syntax in Teaching Reading Several people spoke at the conference on Friday, April 1st Comprehension: Bridging the Gap, by throughout the day. Their name, photo, and title of their Cynthia Davis, FIT/AOGPE, Riverside presentation appear below. School, Richmond, VA Early Intervention: Why it Matters and Exactly How to Do it, by Diana The 1, 2, & 3’s of Teaching Dyslexic Hanbury King, Founding Fellow/ Learners Math, by Jennings Miller, FIT/ AOGPE, Lakeville, CT AOGPE, Private Practice and Josephine Calamari, FIT/AOGPE, The Schenck School, Atlanta, GA Dynamic Diagramming for Dyslexics, by Janet A Handy Tool: The OG Skills Guide, Street, FIT/AOGPE by Susan Santora, F/AOGPE, Learning and Lisa Murray, FIT/ House, Guilford, CT AOGPE, The Schenck School, Atlanta, GA
Making Morphemes Multisensory and Innovative Sequencing of Language Magical, by Reba Walden, FIT/AOGPE, Structure for Older Students, by Fay Van Granite Falls, NC and Alice Rullman, Vliet, F/AOGPE, The Reading Center, FIT/AOGPE, Nowland, NC Rochester, MN
continued on page 14... 13 Behavior Strategies for the Reluctant It’s All in the Brain, by Tina White, Learner, by Danusia Pawska, BCaBA, Greengate School, Huntsville, AL Achieve Fluency, LLC, Stamford, CT
Classroom Educator Round Table Progress Monitoring: What is it Good Discussion, by Panelists: Susie van For? by Sandra Donah and Alicia Ziegler, der Vorst, F/AOGPE, Dawn Western Massachusetts Learning Center Nieman, F/AOGPE, Peggy Price, for Children, Holyoke, MA FIT/AOGPE, and Marcia Ramsey, FIT/AOGPE Friday sessions were followed by an annual membership Dream Revival: Teaching and Re-teaching meeting and reception. the Adult Dyslexic, by Foster Soules, F/AOGPE, The Schenck School, Atlanta, Saturday’s keynote speaker was GA Maryanne Wolf, Ph.D. Her presenta- tion was titled “How the Reading Brain Teaches Us to Think.” Writing and the Brain … or is it Brian? by Jeanine Englert, C/AOGPE, Holy Innocents’ Episcopal School, Atlanta, GA Several people spoke at the conference on Saturday, April 2nd throughout the day. Their name, photo, and title of their presentation appear below. Adapting Orton-Gillingham for Improving Motor Memory From Public School Small Groups, by the Start, by Susie van der Vorst, Cathy Wyrick, F/AOGPE, Lynn F/AOGPE, Camp Spring Creek, Lamping, FIT/AOGPE, Kathy Spruce Pine, NC Robinson, FIT/AOGPE, and Leslie Dale, C/AOGPE, The Blosser Center for Dyslexia Resources, Portland, OR
Morphology for Intermediate & Got Metacognition in Your Lesson? by Advanced Skill Level Learners, by Emily Craig, FIT/AOGPE, and Lisa Cynthia E.C. Tsianco, Learning Buschek, A/AOGPE, Triad Academy at House, Guilford, CT Summit School, Winston-Salem, NC
Getting Ready to Read the Orton- Motivating the Reluctant Writer: Case Gillingham Way, by Beth Moore, Studies from Kildonan, by Kathleen F/AOGPE, Joppa, MD Stewart, FIT/AOGPE and Laurie Cousseau, F/AOGPE, CALT, The Kildonan School, Amenia, NY
Handwriting: Research to Practice – Morphology 101, by Peggy Price, FIT/ AOGPE, Stern Center for Language and Should We Teach Print? Cursive? Learning, Williston, VT Keyboarding? by Diana Hanbury King, Founding Fellow/AOGPE, Lakeville, CT
and Karen Leopold, F/AOGPE, Boulder, Our gratitude to the following presenters who held their CO sessions on both Friday and Saturday: Vowel Teams: The Essentials, by Jennings Miller, FIT/AOGPE, The Brain: Dyslexia and Orton- Private Practice, Atlanta, GA Gillingham, by Heidi Bishop, F/AOGPE, Director, Teacher Training Program, Camperdown Academy, Greenville, SC continued on page 15... 14 Making Sense of Test Scores and Assess- Problems?? Let’s Talk Solutions, by ment Jargon, by Suzanna Greer, F/AOGPE, Ellen Hill, F/AOGPE, The Schenck Director of Language Development Tutorial School, Atlanta, GA Program and Christine Smith, C/AOGPE, Coordinator for In-House Teaching, Camperdown Academy, Greenville, SC Multisensory Techniques and Mnemonics to Keep Your Lessons Testing to Teaching: Linking Assessment Effective and Fun, by Karen Leopold, to Instruction and Teacher Training Model F/AOGPE, Boulder, CO at The Rose Institute for Learning and Literacy, Pledger Fedora, Ph.D., F/AOGPE, Professor/Director of the Rose Institute for Exploring Assistive Technology Solu- Learning and Literacy, Manhattanville tions for Learning Disabilities, by College, Purchase, NY Carolyn P. Phillips, Program Director and Principal Investigator, Tools for Enhancing Orton-Gillingham Instruc- Life, Atlanta, GA tion with the iPad, by Christi Kubeck, A/ AOGPE, Language Tutorial Second Grade Instructor and January Reed, A/AOGPE, Education Law: Win the Case, Lose the Language Tutorial Third Grade Instructor, Child, by Alexis L. Greenberg, Attorney The Fletcher School, Charlotte, NC at Law, The Law Offi ces of Alexis L. Greenberg, New York, NY
Multisensory Keyboarding Using Diana H. Fellow-in-Training (FIT) and The King’s Keyboarding Skills and Google Docs, “Sound” Approach, by Rosalie Davis, by J. Concha Wyatt, F/AOGPE and Karen F/AOGPE, Associate Head of School, Edwards OGCE/AOGPE The Key School The Schenck School, Atlanta, GA and Learning Center at Carolina Day School, Asheville, NC
An enormous thank you goes out to the conference planners Amy Lawrence and Alicia Sartori!
Thank You to Our Conference Supporters! 2016 AOGPE Conference | Atlanta, GA “The Dynamics of Dyslexia”
Assisting Organizations: Bridge Academy Camperdown Academy Camp Spring Creek Scholarship Provided by: Commonwealth Learning Center Ronald Yoshimoto Scholarship The Carroll School School Tour: for Public School Teachers Key Learning Center at Carolina Day School The Schenck School The Kildonan School Riverside School The Schenck School Triad Academy at Summit School Trident Academy
15 Basic Facts About Assessment of Dyslexia: Testing for Teaching, Written by Susan C. Howell, Rebecca H. Felton, Pamela E. Hook by Corbin Bettencourt, FIT/AOGPE This book is a quick read, yet it contains a very thorough Confi rmed by the authors, diffi culty with reading leads to less presentation of facts surrounding reading problems, more reading, which in turn leads to a narrower vocabulary that specifi cally, dyslexia, diagnosing it, and then how to use that could ultimately impact other academic areas. In addition, knowledge. Basic Facts About Assessment of Dyslexia: Testing there may be an emotional impact because reading is neces- for Teaching, is written in a friendly approach for teachers and sary for one to be successful in school. parents. The authors remind the reader, “the development of good reading comprehension is...the main focus and ultimate “Dyslexia can be mild, moderate, or severe.” If parents and goal of reading instruction.” teachers recognize the warning signs of dyslexia, intervening with direct and systematic instruction may begin. Children An explanation of the English language lays the groundwork can develop an understanding of dyslexia and learn self-ad- for the book. Our language is based on an alphabetic writ- vocacy skills to describe their learning needs to serve them ing system where there is a relationship between the spoken through their academic endeavors and into the workplace. sounds and their spellings as well the “origin of words and Effective early intervention with appropriate support may en- their meanings.” This can make learning to read complicated able students to catch up and become more fl uent and derive for many. Alphabet knowledge, pho- pleasure from reading. However, this nemic awareness, phonics, automatic warrants careful assessment, “to deter- recall, vocabulary growth, and com- mine the best treatment or course of prehension, taught in a systematic and action.” structured, multisensory way consti- tute high-quality teaching of reading. Developing a reading curriculum in- It is a process infl uenced by all of the volves ongoing learner assessment. components as well as oral language. Patterns emerge in the results that indicate areas of diffi culty for certain As teachers we ask, why do so many students. Universal screening, progress children struggle when it comes to monitoring, outcome testing and in- learning to read and spell? If we know depth diagnostic testing are types of the profi le of each struggling student, assessment discussed. The discussion the outcome for the student we are includes test design, reliability and teaching is likely one that is positive. validity, and how they are scored and interpreted, the frequency of admin- The authors tell us “learning disabili- istration, and the purpose of the dif- ties are the most prevalent special edu- ferent types of tests. A well-designed cation category and ... dyslexia is the assessment battery has “many different most common specifi c learning dis- kinds of measures to get a complete ability.” We realize those who are in- picture of a student’s individual pat- vested in the development of the child tern of strengths and areas of need.” need to know what to look for, so that early identifi cation of struggling devel- If a student continuously struggles, it oping readers can happen. They quote is important to seek evaluation for dys- Dr. Sally Shawitz, of Yale University, lexia. Areas of need that coincide with who says, “Dyslexia is one of the most common and most the symptoms of dyslexia, as stated in the defi nition adopted carefully studied of all the learning disabilities, making up by the International Dyslexia Association and the U.S. Na- 80% of all diagnosed learning disabilities. The defi nition of tional Institutes of Child Health and Human Development, dyslexia literally means diffi culties with (dys/dis) accessing the “should be carefully considered and several components lexicon or writing system (lexia).” It is helpful for parents and should be directly evaluated.” Assessing dyslexia is based on teachers to understand the defi nition of dyslexia so that they each component of the defi nition and must be administered will be able to recognize its symptoms. Likewise, they will un- by credentialed professionals. The results of the testing be- derstand that it is “neurobiological or brain-based.” However, comes part of the student’s academic record and documents it must be understood, write the authors, that children who “the presence of a disability and provides valuable information have dyslexia may continue to struggle with reading and spell- about student achievement and progress.” For a person who ing even though they have experienced effective classroom has dyslexia, updating assessment throughout the academic instruction. These children often excel in other academic dis- and professional career, provides “needed information about ciplines. How puzzling for parents and teachers and even the the presence of this most common learning disorder.” Testing students! informs how to address the individual’s specifi c defi cits. continued on page 17... 16 Basic Facts About Assessment of Dyslexia ... (continued from page 16) The authors make the point that crafting supportive indi- generates the student’s unique learning profi le, which is the vidualized intervention for the dyslexic requires the careful fi rst step in designing a learning plan that will help the strug- utilization of the testing results. Intervention addresses “what gling reader become a competent reader and writer.” to teach and how to teach it.” The nature of the individual’s defi cit may be in “one or more of the phonological processing I appreciate the methodical style in which information is giv- skills that are important for reading.” Resulting recommen- en in Basic Facts About Assessment of Dyslexia: Testing for dations will call to link appropriate instruction taught “by a Teaching. The authors begin with the process of becoming highly trained teacher who is very knowledgeable about the a reader and bring to light the frequency of the presence for structure of the language.” They remind us that often stu- reading problems, dyslexia being the most common. Next, dents with dyslexia also need accommodations (no change to they discuss how constructing a reading curriculum, within the content) that allow the students to show what they know which students thrive, calls for various types of assessments. without penalty for their disability, or modifi cations to “cur- For a child who exhibits a pattern of struggles, assessments riculum expectations to meet the specifi c needs of the indi- for curriculum planning may lead to a clinical evaluation. It is vidual students with dyslexia. Information about the specially how assessments such as these guide preparation for teaching designed instruction as well as accommodations and modi- and access to services for those who have dyslexia. A wor- fi cations to the regular education program should be clearly ried and frustrated parent or teacher of a struggling reader described in the IEP.” would fi nd the straightforward presentation of facts, made by Howell, Felton and Hook, in Basic Facts About Assessment of In closing the authors state, “[T]he remedy for dyslexia, the Dyslexia: Testing for Teaching, useful and liberating. most common specifi c learning disability or disorder, is in- struction. U.S. federal law calls this ‘specially designed in- The book is available in paperback through struction,’ and a well-conducted evaluation illuminates the www.dyslexiaida.org student’s particular strengths and weaknesses. Assessment
Fellow-in-Training Q&A (continued from page 6) JM: That’s not to say it isn’t possible to be a full-time teacher The Academy has signed up and become a Fellow, but it will take you longer. Life tends to with Amazon Smile happen while you’re going through the whole process. 2015 was a wild year for us. Josie had twins, and I got married. You have to give yourself permission to live. Your Training Fellow What is Amazon Smile? will know when you’re ready- she’ll set you free and let you fl y . AmazonSmile is a simple and automatic way for you to support the Academy of Orton-Gillingham Practitioners If I’m interested in working through the Academy to be- and Educators every time you shop, at no cost to you. come a Fellow, what advice would you give? When you shop at www.smile.amazon.com, you’ll fi nd the exact same low prices, vast selection and conve- JM: Just like having a depth and breadth within your tutor- nient shopping experience as www.Amazon.com, with ing practice, if you want to be a Fellow, you need to have the added bonus that Amazon will donate a portion of the depth and breadth to give to your trainees. I’ve learned the purchase price to the Academy. so much this past year working with public school teachers. At Schenck, I had access to printers, a quality computer, in- volved parents, and healthy, safe, well-fed children. Our pub- Amazon Smile Info lic school teachers, especially those working in the schools The Academy is registered as an eligible charitable or- that need OG the most, don’t have those things. Trying to ganization with Amazon Smile. When purchasing any tailor a training that reaches those teachers, while adjusting product from Amazon, our members and friends can for their time constraints, was eye opening. On the fl ip side, choose to use Amazon Smile and have 0.5% of their working within an affl uent non-OG focused private school is purchase price donated to the Academy. This is a fund- also a unique experience. raiser for the Academy that requires no other input from us. Information on Amazon Smile can be found at www. JC: Becoming a Fellow is all about wanting to train teachers. smile.amazon.com. This information will also be avail- It is the passion for training others that helps you get through able on the Academy’s Amazon Smile website. the highs and lows of the process. If you don’t have that desire, the process will feel interminable.
It’s been such an amazing gift to have one another. Whatever level you’re working towards, having a cohort or a partner helps when things feel unattainable. Remember this: Lucy wouldn’t nearly have been as funny without Ethel! 17 What Would They Be Thinking Today? by Angie Wilkins, Founding Fellow/AOGPE
If Dr. Samuel Torrey Orton and Anna Gillingham were alive “Underlying All, Studies of the Physiology of the Brain” today, what would these remarkable visionaries be thinking? Might the Orton-Gillingham Approach look different? The I believe that there is a pressing need to return to Orton’s below comments are intended to encourage refl ection and to model of a multidisciplinary team approach. For the 50th emphasize the need to be open-minded and fl exible in our celebration of the International Dyslexia Association, modern world while maintaining the highest standards of founded in memory of Dr. Samuel Torrey Orton, Margaret science and education. Rawson and Dr. Roger Saunders succinctly summarized Or- ton’s dedication to dyslexia study: Advancing at a phenomenal rate, the integration of the The differences are personal; fi elds of neuroscience, cognitive and behavioral psychology, The diagnosis is clinical; technology, and education has already had an impact in our The treatment is educational; classrooms. It is therefore vital to ask ourselves, “What are and the understanding is scientifi c. the inherent advantages, and what are the cautions, that ac- company this rapidly growing body of knowledge?” To ask, It follows that Orton’s multidisciplinary approach is the most in fact, is our responsibility. effective and logical model for the study and treatment of dyslexia. Close collaboration among scientists, cognitive and Dr. Orton believed strongly in a multidisciplinary approach behavioral psychologists, speech and language pathologists, to understanding dyslexia and designing effective treatment. and educators is needed today in order to establish mutual Remarkably, and in the belief that education was the key to respect and the translation of profession-specifi c terminology helping individuals with a specifi c language disability, Dr. to a common vocabulary that facilitates accurate communi- Orton furthered his existing education by earning a master’s cation. Collaboration exists today but not in Orton’s close, degree in education. This was a most unusual step for a psy- day-to-day creative model. Despite prodigious advances in chiatrist and pathologist. each of these fi elds, application lags woefully behind. Too frequently, vital scientifi cally valid information does not In 1946, Dr. Orton wrote, “Whether or not our theories are reach classroom teachers and, therefore, our children. Many right. I do not know . . . I don’t claim them to be a panacea teachers have little, if any, knowledge of the science of read- for reading troubles, but I do feel that we understand the ing. Conversely, scientifi cally-based educational research is blockade which occurs so frequently in children with great frequently unknown to scientists. In his book, Reading in minds.” When asked what was her husband’s legacy, Dr. Or- the Brain, Dr. Stanislas Dehaene wrote, “Although much ton’s widow responded that she felt his greatest contribu- still remains to be discovered, the new science of reading is tions were devoted to “three major fi elds of investigation: providing increasingly precise answers to many question that 1) studying the children, 2) revising remedial methods, 3) have plagued the fi eld of reading for decades.” Advances in underlying all, studies of the physiology of the brain.” More brain imaging techniques over the past decades (EEG, fMRI, than eighty years later, we can still appreciate how truly re- MEG, and DTI) enable neuroscientists to progress beyond markable his insights were in the fi eld of education. Phase I -identifying specifi c areas of brain function to Phase II- understanding the complexity of the neuronal networks of The dynamic collaborative model of Dr. Orton and Anna the reading brain. Taking into account the brain’s remarkable Gillingham presents us with not only a remarkable legacy, plasticity, the question arises regarding potential implications but also with an enormous challenge. We can only imagine for intervention. For example, MEG1 studies reveal that the how Anna Gillingham’s thinking, her theories, and her ap- reaction time of the dyslexic brain at the moment of visual proach might currently look. One thing we know for cer- recognition of a symbol is markedly slower than is that of the tain, the heart and soul of the Gillingham-Stillman Manual non-dyslexic brain. Is it possible, then, to target instruction in would remain much as it is today. Having undergone nu- order to strengthen the reading circuits for children with dys- merous revisions subsequent to her fi nal edition (1960), the lexia? Is it possible to improve an individual’s reaction time, Manual would certainly continue to refl ect new scientifi - processing speed, working memory, or executive functioning? cally valid advances. Based on June Lyday Orton’s view of If so, I believe that the answer lies in the close collaboration of her husband’s legacy, I offer a few thoughts about what our scientists and educators. Knowledge gained in a laboratory founders might be investigating today. I hope those thoughts should not stay in the laboratory. Too few teachers are aware serve to remind us of Orton’s remarkable insights. Indeed, of the science of reading and few researchers have fi rst-hand he opened the possibility that we will gain additional tools [1] Magnetoencephalography a non-invasive measurement of ongoing to help dyslexics read more effi ciently. brain activity on a millisecond-by-millisecond basis continued on page 19... 18 What Would They Be Thinking Today? (continued from page 18) knowledge about the challenges of effective teaching and mindset to a growth mindset. Ultimately, it is through a com- learning well. bination of hard work, perseverance, practice, and a growth mindset that success develops and affects neuronal pathways. Through close collaboration, we have not only the opportu- nity within our grasp, but the responsibility to design pre- Orton and Gillingham believed strongly in teaching each in- ventative instruction in order to enable the children who dividual as a whole human being. Gillingham did not attend would otherwise fail to read accurately and effortlessly to, school until she was 10 years old. The daughter of devout instead, succeed. As Dehaene suggested, “ . . . the great Quakers, her parents believed that education should include hope is this neuroscience approach will extend to other hu- a wide variety of world experiences and extensive interaction man domains of cultural human expressions.” with nature. As an adult Gillingham commented on the deep infl uence that her early years had on her life. I believe that “Understanding the Children” she would relate well to Dr. John Ratey’s book, Spark: The Revolutionary New Science of Exercise for the Brain in which he Diagnostic and prescriptive instruction is fundamental to explores the effect of exercise on the brain, currently a popu- the Orton-Gillingham Approach. In order to design effec- lar area of study. Although little has been proven defi nitively tive diagnostic and prescriptive instruction, teachers must about the effect of curricular and extra-curricular activities possess a deep understanding of a student’s cognitive profi le. on brain development, questions and hypotheses persist to- To identify key areas of cognitive functioning, e.g., reac- day. For example, what is the infl uence on learning music, tion time, processing speed, working memory, and execu- rhythm, drama, and art? tive function depends upon valid diagnostic assessment. Al- though a variety of assessment tools exist today, the majority “Revising Remedial Methods” do not truly measure underlying cognitive functions. In- struction, therefore, is generally not designed to address the The Orton-Gillingham Approach has proven highly effective underlying areas of individual weakness. As an educational for countless individuals of all ages for whom accurate and psychologist deeply interested in intelligence testing, Anna effortless reading and spelling has been highly frustrating and Gillingham lamented the limitations of existing instru- elusive. The Gillingham Manual is a scholarly compendium ments. It is one thing to note that a child did well or poorly, of insight, wise pedagogy, and information about the logical but to understand what lies beneath the performance is of structure of language. Referring to The Gillingham Manual as greater importance. What elements of the reading network “neurologically and pedagogically sound,” Jane McClelland, are compromised in any given child? How can educators author of Gillingham Contemporary after 76 Years, expressed address these neurological weaknesses? Particularly signifi - the desire to republish in order to re-date much of Gilling- cant may be the potential of early identifi cation. Without a ham’s work, so frequently dismissed as being out of date. doubt, Dr. Orton, Anna Gillingham, and their team would be at the forefront of addressing this potential. The Report of National Reading Panel affi rms the currency of The Manual and clearly establishes the vital role of phonics. Another major guiding principle of the Approach is its dedi- We know that vital as phonics instruction is, there are indi- cation to socially and emotionally-sound instruction. Gill- viduals for whom phonics alone is not suffi cient. Children, ingham’s priority was always that the best interest of each who read single words with accuracy and relative automatic- child should be paramount. Carol Dweck’s Mindset: The ity, may still encounter diffi culty reading connected text. For New Psychology of Success How we can Fulfi ll our Potential? a variety of reasons, their reading remains laborious and slow. (2006) calls attention to the many children with dyslexia We know that the effort needed to decode can interfere with who are and who remain traumatized by a sense of failure ability to extract meaning. In 1933 Gillingham wrote, “It is and by their belief that they are dumb. After years of rein- of utmost importance that “reading” should always connote forcement, lack of success can become crippling. We know content. Drill may be thought of as the translation of sym- that intelligence is not fi xed, but is fl uid with the capacity bol to sound, but reading must always be to acquire ideas.” to change with practice and use. Dweck espouses the impor- Carefully woven into each lesson must be phonological or tance of learning how to change one’s mindset from a fi xed morphemic awareness, automatic recognition of sound/sym- continued on page 20...
Academy of Orton-Gillingham Practitioners and Educators Follow us on Twitter Visit our Website www.ortonacademy.org Friends of AOGPE @aogpe
19 What Would They Be Thinking Today? (continued from page 19) bol associations, syllables, and orthographic patterns as ap- The Use of Technology propriate to individual needs. Reading fl uency for both fi c- tion and nonfi ction, robust vocabulary instruction, as well An important challenge in the twenty-fi rst century is to dis- explicit instruction in complex sentence construction are tinguish the advantages from the cautions relative to the similarly important in order to achieve deep comprehen- growing use of technology. How would Orton and Gilling- sion. We need to teach our children how to learn, to refl ect, ham regard the use of word processing, of Google, and of and to evaluate. speech recognition programs? That technology offers many benefi ts to the child with dyslexia is unquestioned. Are there As a scholar with deep knowledge of etymology, Gillingham also important concerns? Orton and Gillingham placed would, I believe, respond positively to Rameau, Bowers, and great value on the multisensory act of handwriting, and its Cooke’s “Scientifi c Word Investigation” (SWI) http://spell- use of hand and voice muscles to learn letter formations, ing.phanfare.com/5232742. SWI is not only consistent with letter sequences, and sound/symbol relationships. Many ed- Gillingham and Stillman’s work, but it enhances cognitive ucators, however, believe that today’s overcrowded curricu- development, vocabulary acquisition, and understanding of lum does not allow suffi cient time or a need for handwriting the morphemic structure of English. We know that children instruction. According to Dr. Virginia Berninger (2012), are immensely curious and motivated to understand “the “Handwriting is not merely a motor skill; it is also a written whys.” SWI actively involves children and teachers problem language skill.” Perhaps the question should be, which ap- solving together to investigate and analyze morphological proach is most effective and when for which children? elements in order to uncover word meaning, relationships, and function. The more extensive the investigation, the more Dr. Maryanne Wolf cautions us to consider the impact of questions arise to be resolved and the greater the excitement today’s tendency for quick fact-fi nding rather than on deep in learning occurs. Anna Gillingham advised, “Teach to the reading with time to evaluate and to refl ect. What will be intellect, for happily it is stronger than the rote memory.” the impact of the digital brain on developing neural path- The attached links provide a glimpse of the potential of ways? How can we determine the optimal balance between SWI. http://ed.ted.com/lessons/making-sense-of-spelling- book reading and screen reading? gina-cooke and http://mbsteven.edublogs.org/2016/05/31/ orthography-releases-your-curious-side/ Orton and Gillingham were incredibly prescient. The more I read of their theories, the more I appreciate the wisdom, A math class generation of a word matrix for the word ”cir- breadth, depth, and fl exibility of their thinking. With the cumference.” Writing a word sum: best interest of each child as their priority, they were com- mitted to only the highest of standards. My objective is not to present specifi c new areas of investigation but rather to encourage refl ection and dialogue.
Resources:
Bowers, P. N., & Cooke, G. (2012). Morphology and the Com- mon Core Building Students’ Understanding of the Written Word. Perspectives on Language and Literacy, 38(4), 31.
Dehaene, S. (2009). Reading in the Brain: The New Science of How We Read. Penguin: NY. Based on a strong belief in a multisensory approach, Or- ton and Gillingham emphasized the importance of using Dweck, C. (2006). Mindset: The New Psychology of Success. eyes, ears, hands, and voice. One of Gillingham’s students Random House. exclaimed, “That’s nice. Gabrieli, J. D. (2009). Dyslexia: A New Synergy Between Educa- Pictures in your eyes tion and Cognitive Neuroscience. Science, 325(5938), 280-283. Pictures in your ears. And pictures in your hands.” Wolf, M., & Stoodley, C. J. (2008). Proust and the Squid: The Story and Science of the Reading Brain. Cambridge: Icon.
20 AOGPE Standing Committees
AOGPE Standing Committees Research Committee - encourages research relevant to Th e Academy relies on the work of its committees to assist the Orton-Gillingham Approach and promotes dissemina- in governing the activities of the organization. Committees tion of such data. have agendas and rules, work on assigned tasks, and make John Howell, Chair recommendations to the Board of Trustees. Each of the com- mittees’ reports on its progress, while the Board of Trustees makes decisions on committee recommendations. Standards Committee - determines the curricular requirements for certifi cation and accreditation. Accreditation Committee - reviews all applications and Mary Briggs, Chair Trudy Stegelman Odle recommends qualifi ed programs for accreditation/approval Norma Jean McHugh Concha Wyatt by the Board of Trustees. Membership on the Accreditation Deb Morris Committee is limited to Fellows of the Academy. Terri Petersen, Chair Marcella Fulmer Standing Committees with Anonymous Members Lisa Brooks, Co-Chair Janet George Certifying Committee - reviews applications and rec- Gena Farinholt Pam Reynolds ommends qualifi ed candidates for approval by the Board. Louise Freese Membership on the Certifying Committee is limited to Fel- lows of the Academy. Fundraising Committee - is responsible for the plan- ning and implementation of fund raising. Professional Ethics Committee - inquires into complaints bearing upon alleged failure by individual members and In- Rosalie Davis, Chair stitutional members of the Academy to adhere to the pro- fessional standards of the Academy Information Outreach Committee (IOC)- plans, pre- pares, and sees to the timely distribution of Academy infor- Additional Standing and Ad Hoc Committees mation. Th is includes the planning of educational programs and conferences. Bylaws Committee Karen Leopold, Chair John Howell Mary Briggs, Chair Rosalie Davis, Advisor Amy Lawrence Karen Leopold Heidi Bishop Carrie Malloy Th eresea Petersen Josie Calamari Kerri McDonald-Schaub Council of Organizational Members - promotes the Maryann Chatfi eld Dawn Nieman Academy’s mission with special attention to its accredited Colleen Chow Peggy Price schools, camps, and clinics. Louise Dowd Alicia Sartori Honorary Membership Nominating Committee - nominates candidates to serve as members of the Board and as Board offi cers. Library Committee Marcia Mann, Chair Susan Santora, Chair John Howell Trudy Stegelman Odle, Chair David Katz Jean Hayward Ruth Harris Travel Award Scholarship Committee
The Academy was established in 1995 to set and maintain the highest professional standards for the practice of the Orton- Gillingham approach for the treatment of dyslexia. We certify individuals and accredit practitioner training programs and student instructional programs that meet these standards. The Academy is a nonprofi t 501(c)3 organization.
For comprehensive information regarding training opportunities, requirements, and applications for Academy member- ship at all levels, visit our website at: www.ortonacademy.org 21 Academy Accredited www.keylearningcenter.org STERN CENTER FOR LANGUAGE AND (Classroom Educator, Associate & Certi- LEARNING Training Programs fi ed Training) Janna Osman, M.Ed Vice President for Programs THE BLOSSER CENTER THE KILDONAN SCHOOL 183 Talcott Road, Suite 101 Catherine Wood Wyrick, F/AOGPE Laurie Cousseau, F/AOGPE Williston, VT 05495 Director Director, Kildonan Teacher Training (802)878-2332 1907 NE 45th Avenue Institute www.sterncenter.org Portland, OR 97213 425 Morse Hill Road (Classroom Educator & Associate Training) (503) 234-4060 Amenia, NY 12501 www.theblossercenter.org (845) 373-8111 / TRIAD ACADEMY at Summit School (Associate & Certifi ed Training) www.kildonan.org Carry Malloy, FIT/AOGPE, Director (Associate & Certifi ed Training) 2100 Reynolda Road CAMPERDOWN ACADEMY Winston-Salem, NC 27106 Heidi Bishop, F/AOGPE LEARNING HOUSE T| 336.722.2777 501 Howell Road Susan Santora, F/AOGPE www.summitschool.com Greenville, SC 29615 264 Church Street (Associate Training) T| 864.244.8899 Guilford, CT 06437 www.camperdown.org T| 203.453.3691 TRIDENT ACADEMY (Classroom Educator, Associate & www.learninghouse-ct.com Janet Jones, F/AOGPE, Head of School Certifi ed Training) (Classroom Educator, Associate & Certi- 1455 Wakendaw Road fi ed Training) Mt. Pleasant, SC 29464 CAMP SPRING CREEK T| 843.884.7046 Susie van der Vorst, F/AOGPE THE READING CENTER www.tridentacademy.com 774 Spring Creek Road Dyslexia Institute of Minnesota (DIM) (Associate & Certifi ed Training) Bakersville, NC 28705 Cindy Russell, Executive Director T| 828.688.1000 847 N.W. 5th Street www.campspringcreektraining.org Rochester, MN 55901 Academy Accredited (Classroom Educator & Associate Training) T| 507.288.5271 Instructional Programs www.thereadingcenter.org COMMONWEALTH LEARNING CENTER (Associate & Certifi ed Training) in Schools Mary Briggs, F/AOGPE 220 Reservoir Street, Suite 6 THE READING CLINIC THE BRIDGE ACADEMY Needham, MA 02494 Gillian Ramsdale, F/AOGPE Susan Morris, Principal T| 781.444.5193 54 Serpentine Road 1958-B Lawrenceville Road, www.commlearn.com Pembroke, Bermuda HM 05 Lawrenceville, NJ 08648 (Classroom Educator & Associate Training) T| 441.292.3938 T| 609.884.0770 www.readingclinic.bm www.banj.org GARSIDE INSTITUTE FOR TEACHER (Associate & Certifi ed Training) TRAINING CAMPERDOWN ACADEMY at Th e Carroll School RIVERSIDE SCHOOL Dan Blanch, Head of School Louise Freese, F/AOGPE Nancy Spencer, F/AOGPE 501 Howell Road Director, GIFTT Orton-Gillingham Coordinator Greenville, SC 29615 25 Baker Bridge Road 2110 McRae Road T| 864.244.8899 Lincoln, MA 01773 Richmond, VA 23235 www.camperdown.org (781) 259-8342 x 9730 (804) 320-3465 www.carrollschool.org www.riversideschool.org THE CARROLL SCHOOL (Associate & Certifi ed Training) (Associate Training) Steve Wilkins, Head of School 25 Baker Bridge Road GREENHILLS SCHOOL SANDHILLS SCHOOL Lincoln, MA 01773 Marjory Roth, F/AOGPE, Head of School Anne Vickers, F/AOGPE, Head of School T| 781.259.8342 1360 Lyndale Drive 1500 Hallbrook Drive www.carrollschool.org Winston-Salem, NC 27106 Columbia, SC 29209 (336) 924-4908 T| 803.695.1400 FORTUNE ACADEMY www.greenhillsschool.ws www.sandhillsschool.org Janet George, F/AOGPE, Head of School (Associate Training) (Associate Training) 5626 Lawton Loop E. Drive Indianapolis, IN 46216 KEY LEARNING CENTER (KLC) THE SCHENCK SCHOOL T| 317.377.0544 AT CAROLINA DAY SCHOOL Rosalie Davis, F/AOGPE www.thefortuneacademy.org Diane Milner, F/AOGPE Director of Teacher Training Director of KLC 282 Mt. Paran Road, N.W. GREENGATE SCHOOL Concha Wyatt, F/AOGPE Atlanta, GA 30327 Debbie Hargett, Head of School Program Director (404) 252-2591 2800 Poplar Ave NW, Unit B 1345 Hendersonville Road www.schenck.org Hunstville, AL 35801 Asheville, NC 28803 (Classroom Educator & Associate Training) T| 256.551.4439 (828) 274-0758 x405 or (828) 274-3311 www.greengateschool.org 22 KEY LEARNING CENTER (KLC) STEPHEN GAYNOR SCHOOL THE READING CENTER AT CAROLINA DAY SCHOOL Dr. Scott Gaynor, Head of School Dyslexia Institute of Minnesota (DIM) Diane Milner, F/AOGPE, Principal 148 West 90th Street Cindy Russell, Executive Director 1345 Hendersonville Road New York, NY 10024 847 N.W. 5th Street Asheville, NC 28803 T| 212.787.7070 Rochester, MN 55901 T| 828.274.3311 or 828.274.0758 x 330 www.stevengaynor.org T| 507.288.5271 www.carolinaday.org/key www.thereadingcenter.org TRIAD ACADEMY at Summit School THE KILDONAN SCHOOL Carry Malloy, FIT/AOGPE, Director THE READING CLINIC Kevin Pendergast, Headmaster 2100 Reynolda Road Gillian Ramsdale, F/AOGPE 425 Morse Hill Road Winston-Salem, NC 27106 54 Serpentine Road Amenia, NY 12501 T| 336.722.2777 Pembroke, Bermuda HM 05 T| 845.373.8111 www.summitschool.com T| 441.292.3938 www.kildonan.org www.readingclinic.bm TRIDENT ACADEMY MARBURN ACADEMY Betsy Fanning, A/AOGPE, Head of School Jamie Williamson, Head of School 1455 Wakendaw Road Academy Accredited 1860 Walden Drive Mt. Pleasant, SC 29464 Instructional Programs Columbus, OH 43229 T| 843.884.7046 (614) 433-0822 www.tridentacademy.com in Camps www.marburnacademy.org CAMP DUNNABECK at Kildonan School RIVERSIDE SCHOOL Academy Accredited Kevin Pendergast, Headmaster Gena W. Farinholt, F/AOGPE, Instructional Programs 425 Morse Hill Road Head of School Amenia, NY 12501 2110 McRae Road in Clinics T| 845.373.8111 Richmond, VA 23235 www.kildonan.org www.riversideschool.org COMMONWEALTH LEARNING CENTER Classroom Educator & Associate Training CAMP SPRING CREEK SANDHILLS SCHOOL Lisa Brooks, F/AOGPE Susie van der Vorst, F/AOGPE Anne Vickers, F/AOGPE, Head of School 220 Reservoir Street, Suite 6 774 Spring Creek Road 1500 Hallbrook Drive Needham, MA 02494 Bakersville, NC 28705 Columbia, SC 29209 T| 781.444.5193 T| 828.688.1000 T| 803.695.1400 www.commlearn.com www.campspringcreek.org www.sandhillsschool.org LEARNING HOUSE DURANGO MOUNTAIN CAMP THE SCHENCK SCHOOL Susan Santora, F/AOGPE Joyce Bilgrave, F/AOGPE Joshua J. Clark, Head of School 264 Church Street 44000 Highway 550 282 Mt. Paran Road NW Guilford, CT 06437 Durango, CO 81301 Atlanta, GA 30347 T| 203.453.3691 T| 970.385.1778 T| 404.252.2591 www.learninghouse-ct.com www.durangomountaincamp.com www.schenck.org
AOGPE Online 10-hour Subscriber Course ($49) Dyslexia: An Introduction to the Orton-Gillingham Approach This course is appropriate for teachers, parents of children with dyslexia, individuals with dyslexia, school administrators, advocates, tutors, speech and language pathologists and other professionals who wish to learn about this multisensory teaching approach.
Click on the following link to get started: http://courses.ortonacademy.org This information is also available on the Academy’s website: www.ortonacademy.org under Certification, Subscriber Member.
23 New Members - Summer 2016 The Academy congratulates the following new members Fellow Hilary Gordon, Merrimac, MA Kristin Th omas, Duxbury, MA Kimberly Bell, Charlotte, NC Susan Gray, Toronto, Canada Gail Underwood, New Lexington, OH Liisa Marie Freure, Toronto, Canada Pinkney Greene, Kernersville, NC Dandan Wei, Hadley, MA Laurie Leason, Elma, NY Gussie Greer, Southfi eld, MA Stacey Wronker, Johns Creek, GA Mary Catherine Groome, Atlanta, GA Dana Harden, Worthington, OH Certifi ed Julie Heidrick, Charlotte, NC Classroom Educator Gail Arnold, Watertown, MA Rebecca Inselman, Nashua, NH Karen Abramson, Westport, CT Chere Campbell, New York, NY Krista Dorrah Johnson, Memphis, TN Katherine Andersen, Norwood, MA Amy Da Costa, Hamilton, Bermuda Suzanne Kabeiseman, Portland, OR Beverly Barnhard, Marietta, GA Elizabeth Johnson, Portland, OR Cynthia Kanuch, Calhan, CO Susanne Beauchemin, Mililani, HI Jennifer Singer, Boston, MA Robin Kasparian, East Greenwich, RI Candice Berman, Waialua, HI Paula Warner, Westford, MA Elaine Kenyon, Greenwich, NY Julie Bonilla, Ewa Beach, HI Anna Weaver Hall, Arden, NC Leslie Kesson, Erie, CO Jamie Bouck, Alpharetta, GA Kathleen Koporec, Tucker, GA Elisabeth Brannigan, Pine Falls, Virginia Krattenmaker, Greenwood, CO Canada Associate Karla Lees, Londonderry, NH Courtney Brown, Honolulu, HI Bonnie Adams, Hamilton Square, NJ Roxanne Locher, Captain Cook, HI Jody Buckles, New York, NY Julie Altman, Roeland Park, KS Brittany Longbottom, Lakeland, FL Cristy Buziak, Lakeland, TN Vicki Asher, Roeland Park, KS Kariann Lott, Lakeland, FL Denise Cain, Manchester, MI Kathryn Bagarella, North Attleboro, MA Nicole Madison, Bennington, VT Deborah Carney, Darien, CT Janet Baglione, Quincy, MA Lauren Maguire, Arlington, VT Margaret Clark, Rye Brook, NY Kit Bardwell, Liberty, MO Mary Beth Maguire, Savannah, GA Meghan Coff ey, Greenville, SC Christina Block, Memphis, TN Sarah Marsden, Salem, NH Christine Cook, Ewa Beach, HI Terre Brubaker, Wheeling, WV Jennifer Matarese, Cranston, RI Ann Copeland, Greenville, SC Rebecca Butler, Danvers, MA Mary Jane Matcham, Gahanna, OH Caitlin Corcoran, Hull, MA Kara Campbell, Decatur, GA Elizabeth McGreavy, Westport, MA Maria Coughlin-Lok, Quincy, MA Caroline Capasso, Mickleton, NJ Roberta Miller, Atlanta, GA Pam Cullinan, Fairfi eld, CT Laura Casey, Andover, MA Lauren Mitsis, Shrewsbury, MA Danielle Cummings, Darien, CT Carla Caynon, Mattapoisett, MA Nicole Mossman, Hopedale, MA Lorien Dana, Gahanna, OH Laura Coakley, Portsmouth, NH Olivia Musto, Manalapan, NJ Jenny Davidson, Columbus, OH Brigid Conlon, Fall River, MA Kimmetrice Neat, Greenbelt, MD Jillian DeBusk, Newton, MA Catherine Coviello, Marlborough, MA Joan Northup, Alpharetta, GA Lennie DeGuzman-Osakoda, Jennifer Dannenfelser, Portland, OR Anne Peck, South Egremont, MA Ewa Beach, HI Reece Daugherty, Memphis, TN Jennifer Pelcyger, Denver, CO Kathleen DeMayo, Hanover, MA Joanna Dcruz, Singapore Jessica Plaut, Amherst, MA Ashlin Dukes, Atlanta, GA Allison Vinson DeFrees, Atlanta, GA Joella Potts, Suwanee, GA Nicole Duldulao, Ewa Beach, HI Rachel Denning, Gardner, KS Monica Riva, Lewis Center, OH Annmarie Edwards, Brooklyn, NY Rebecca DiBartolomeo, Hadley, MA Christine Rono, Belmont, MA Karen Edwards, Asheville, NC Joan Ehlers, Marietta, GA Karen Russell, Oakville, Canada Amanda Elgert, Darien, CT Rebecca Eklund, Orange, MA Kerri Saulnier, Fayetteville, GA Ana-Maria Fals, New York, NY Nadine Finger, Nanuet, NY Rebecca Semler, Memphis, TN Christine Filep, Bridgeport, CT Heather Fitzgerald, Cambridge, MA Vanessa Silver, Granada Hills, CA Kevin Fish, Columbus, OH Elizabeth Foley, Weymouth, MA Sonja Skaggs, Lakeland, FL Lauren Flory, Norwalk, CT Laura Foley, Carlisle, MA Cori Snelson, Atlanta, GA Victoria Fomich, Lewis Center, OH Laura Freeman, Charlotte, NC Jennifer Sperry, Gloucester, MA Janine Forry, Bridgeport, CT Alyssa Gagne, Colchester, VT Aleksa Subatis, Quincy, MA Donna Frye, Hickory, NC Margaret Galella, Brooklyn, NY Sharon Sudman-O’Neill, Brooklyn, NY 24 Classroom Educator (continued) Jamie Mikasa Ho, Waipahu, HI Kristyn Ventresca, Brookfi eld, CT Emi Fukuda, Mililani, HI Rhonda Miner, Circleville, OH Leilani Vila, Mililani, HI Keanuenue Gannet, Waipahu, HI Michelle Mitchell, Seymour, CT Melinda Vitale, Trumbull, CT Christopher Geisler, Ph.D, Canal Win- Deborah Moon, Ewa Beach, HI Beth Walter, Marietta, GA chester, OH Jill Nagy, Haleiwa, HI Samantha Warner, Columbus, OH Suzy Geller, New York, NY Richard Nahoopii, Waianae, HI Bruce Watanabe, Ewa Beach, HI Lori Lee Goeas, Kapolei, HI Paula Napoletano, Norwalk, CT Julie Weiser, Atlanta, GA Jamie-Lynne Goodman, Honolulu, HI Angela Oka, Kane’ohe, HI Landa Wheeler, Lincolnton, NC Jamie Granite, Weston, CT Lisa Olinger, Lenexa, KS Lori Wilhelmi, Swannanoa, NC Sarah Greenberg, New York, NY Stacey Olson, Kailua, HI Kimberly Wright, Newton, NC Caroline Grigsby, Peachtree Corners, GA Emily O’Neil, Asheville, NC Charles Gumm, Waianae, HI Sharon Pacuk, Brooklyn, NY Jacqueline Haberstroh, Fairfi eld, CT Elsa Pascual, Aiea, HI Subscriber Abigail Hanrahan, Greenwich, CT Wendy Phillips, Radford, VA Kathryn Buckley, Clayton, GA Shannon Hart, Hickory, NC Erica Pifer, Johns Creek, GA Alysia Budd, Bismarck, NC Bernice Hawkins, Kailua, HI Susan Privette, Monroe, NC Melissa Bunch, Ringgold, GA Deborah Hedrick, Claremont, NC Leslie Putney, Derry, NH Helene Cohen, Hendersonville, NC Kathleen Higgins, Hanover, MA Sara Quesinberry, Arden, NC Kim Cooper, Versailles, KY Melanie Howard, Yorktown, NY Jessica Reardon, Stamford, CT Leah Dension, Decatur, GA Liesl Huenemann, Gahanna, OH Paula Reiches, Darien, CT Carrie Farris, Dunwoody, GA Caitlin Hunsucker, Asheville, NC Bonnie Renninger, St. Petersburg, FL Susan Gaines, Montgomery, AL Cynthia Imp, Greenwich, CT Chastity Roque, Kapolei, HI Suzanne Infante, Chatham, NJ Sage Isenmann, Mission KS Alysse Ross, Lewis Center, OH Th erese Jacobs, Daniel Island, SC Octavia Ivy, Smyrna, GA Katherine Rupp, Milford, CT Judith Jenkins, Madison, AL Jessica Johnson, San Antonio, TX Camilynn Saba, Waianae, HI Manjusha Kapur, Pune, India Anne Marie Johnson, Newnan, GA Tammy Sakato, Aiea, HI Harjeet Kaur, Surrey, Canada Alice Jones, Kansas City, MO Ashlie Salas-Selem, Kapolei, HI Kelly Kirkland, Tucker, GA Patricia Kelly, Savannah, GA Lorianne Salazar, Kapolei, HI Janette Kiso, Hawthorne, CA Barbara Kider, New York, NY Tara Santos, Darien, CT Elena Law, Gates Mills, OH Bethany Kirkman, Swannanoa, NC Carol Sappington, Kapolei, HI Debbie Levi, Cynthiana, KY Deborah Kloder, Alpharetta, GA Kelsey Savage, Bronx, NY Jacqueline Norris-Holt, Jo-leen Ko, Kapolei, HI Andrea Schumacher, Delaware, OH Brisbane, Australia Jolynn Komoda, Mililani, HI Lynn Schuster, Fairfi eld, CT Suzanne Pannell, Roswell, GA Robyn Kramer, New York, NY Kayla Shiff man, Atlanta, GA Jennifer Ralston, Frostburg, MD Alisson Krause, Greer, SC Joanne Shulman, Redding, CT Susan Rios, Bronx, NY Kristen Kurre, New York, NY Karen Sisk, Lincolnton, NC Catherine Robinson, Bethesda, MD Tina Jane Laman, Knoxville, TN Caroline Smith, Wailua, HI Pirelli Rose, Walpole, MA Stephanie Lamb, Sunnyvale, CA Elizabeth Smith, Waipahu, HI H. Ferrell Singleton, Gainesville, GA Rebecca Lazorick, Norwalk, CT Linda Solaita, Waianae, HI Karen Smith, Macon, GA Alyssa Lee, Marietta, GA Jessica Sprague, Stamford, CT Evamarie Sharon Stubbs-Schneider, Benjamin Lehman, Westerville, OH Christine Stahl, Cummings, GA Savannah, GA Michqua Levi, Sunbury, OH Christine Sugrue, Brooklyn, NY Harsharan Th ethi, Sydney, Australia Loan Lim, Waipahu, HI Brandi Sumida, Wahiawa, HI Kimberly Via, Winston Salem, NC Luana Lippincott, Kapolei, HI Kathleen Sweeney, Alpharetta, GA Nancy Whitman, Sunset Beach, NC Amy L. H. Makishi, Waipahu, HI Aly Swyden, Prairie Village, KS Patricia Williams, Marietta, GA Patrice Maloney, Prairie Village, KS Patricia Th alassinos, New Milford, CT Rachel Wyble, Carencro, LA Paco Marmolejos, Black Mountain, NC Nisia Todd, Wilton, CT Patricia Williams, Marietta, GA Jill Marshall, Atlanta, GA Joleen Tun, Waipahu, HI Rachel Wyble, Carencro, LA Anne McGarrity, Orchard Park, NY Tiff any Uliano, Bridgeport, CT Mary McGee, Darien, CT Jennifer Valiante, Norwalk, CT Margot McGinn, Breezy Point, NY Kimberly Vareles, Centereach, NY
25