Monthly Archives: January 2015

AOGPE Newsletters


Here are some recent issues of the Academy of Orton-Gillingham Practitioners and Educators Newsletters. To see past newsletters or to receive future issues, please consider joinning the Academy as a subscriber member.






Academy of Orton-Gillingham Practitioners and Educators (AOGPE)
  • The only organization expressly established and authorized to set standards for the practice of the Orton-Gillingham Approach, to certify teachers, and to accredit instructional programs that meet these standards.
  • Contact them for a list of certified tutors in your area.
  • Orton-Gillingham Introductory Online Course
    • This 10-hour online course was developed by the Fellows of the Academy to help teachers, parents, tutors, and other education professionals understand and recognize dyslexia.
  • Levels of Certification



DD and IDA Working Together

From the International Dyslexia Association:

IDA_logoIn an effort to help as many people with dyslexia and other learning disabilities as possible, IDA collaborates with like-minded organizations. IDA does not endorse or recognize organizations but instead, partners with organizations to highlight services that align with IDA’s purpose to pursue and provide the most comprehensive range of information and services that address the full scope of dyslexia and related difficulties in learning to read and write. . . In a way that creates hope, possibility, and partnership.

Please consider joining your local branch of the International Dyslexia Association. As a member of your local branch, you are entitled to receive discounts on events such as the annual conference, participate on their committees, as well as:

  • Dyslexia Connection: This monthly electronic newsletter for parents focuses on public school advocacy and other issues facing parents with children who have dyslexia and related learning disabilities.
  • The Examiner: IDA’s monthly e-newsletter will keep you abreast of happenings at IDA and on dyslexia and literacy-related events around the world.
  • Perspectives: IDA’s quarterly, full-color publication, Perspectives on Language and Literacy discusses educational best practices, curriculum methods, case studies and first-person application of multisensory structured language teaching techniques.
  • Annals: IDA’s tri-annual Annals of Dyslexia is an interdisciplinary, peer-reviewed journal dedicated to the scientific study of dyslexia and related language disabilities.
  • Reading and Writing: Reading and Writing is an interdisciplinary journal containing articles on the processes, acquisition, and loss of reading and writing skills.
  • Your IDA membership will also connect you with the IDA Branch closest to your home and you will receive local information, access to workshops and events and full membership in the branch. You will gain access to IDA’s listing of professional service providers in your area.

Please contact your local branch of the IDA to see if they have any local support groups in your area. If there aren’t any in your area, please consider working with your local IDA branch to start one!


NOBIDA News Fall_14web


Antibiotics and Vitamins

DD-OH1If you go to the doctor’s for a sore throat, and the test shows you have strep throat, you expect the doctor to give you antibiotics because that is the evidence based standard for the treatment of strep throat, a bacterial infection.  A doctor would never substitute vitamins for antibiotics because antibiotics were not available.  Furthermore, the doctor would not lead you to believe you were getting antibiotics when you were really getting vitamins.  Not only is this malpractice, but improperly treated strep throat could lead to rheumatic fever with the bacteria attacking and damaging the heart.

Yet this is what the educational system does to students with dyslexia.  The appropriate evidence based instruction, the “antibiotics”, for students with dyslexia is structured literacy, but this type of instruction is not widely available.  The instruction that many schools use for students with dyslexia is based on whole language, the “vitamins”, because it is widely available.  Not only do schools use the wrong instruction that is not evidence based, but they lead parents to believe their child is receiving appropriate instruction, the “antibiotics”, when in reality the child is only receiving the “vitamins”.  And when the student fails to make progress, falls further behind, damaging the student’s self esteem and future potential, somehow it is the fault of the student and/or the parents.

This type of treatment would never be allowed in the medical field, yet it is all too common in the educational field for students with dyslexia.  When will students and parents be protected from educational malpractice?

This may sound harsh, but I can’t help but feel this way after hearing a school’s suggestion to parents whose first grader is struggling with learning to read.  The school suggested the child be held back, repeat first grade.  The parents asked what the school was going to do differently to get a different outcome.  The school responded that was good question.

Really, that was all the school had to offer?!?!  It is only half way through the school year and the school has already given up on teaching this child and the only solution offered was for the child to repeat first grade?!?!  Why did the school not lead with the offer to evaluate the child for a specific learning disability?  This is educational malpractice.


In medicine, if research found new ways to save lives, health care professionals would adopt these methods as quickly as possible, and would change practices, procedures and systems.  Educational research has found new ways to save young minds by helping them to become proficient readers; it is up to us to promote these new methods throughout the education system.  Young lives depend on it.     ~Louisa Moats, Ed.D.



More reading: