Remediating RSW Essay 2
Remediating Reading, Spelling and Writing Essay Assignment
1. What is structured literacy? How would you describe it?
Structured literacy is a higher degree of teacher-student interaction, with considerable time spent
in direct teaching (Swerling, 2018). Key features of structured learning are explicit and
systematic teaching of literacy at multiple levels, cumulative practice and ongoing review, a high
level of student-teacher interaction, the use of carefully chosen examples and non-examples,
decodable text, and prompt, corrective feedback (Spear-Swerling, 2018). Structured literacy is an
evidence based approach to teaching reading and writing that systematically incorporates
phonology, syntax, and semantics. It employs explicit instruction, progressing from basic to
complex skills. This method ensures a comprehensive understanding of language, benefitting
learners for fostering strong literacy foundations through structured and sequential learning
stages.
2. What is the Orton-Gillingham Method? Describe its origins.
The Orton-Gillingham Method is an approach to teaching individuals with dyslexia to read based
on principles established by Samuel T. Orton and Anna Gillingham, but it is commonly and
incorrectly described as a program or curriculum (Sayeski et al., 2019). The Orton-Gillingham
Method originated in the early 20th century, developed by Dr. Samuel Orton, a neuropsychiatrist,
and educator Anna Gillingham. Initially designed to address dyslexia, it emphasizes a structured,
multisensory approach to teaching language skills. Drawing on phonics, phonemic awareness,
and kinesthetic elements, the method tailors instruction to individual learning styles. Over time,
it has evolved and become widely recognized as an effective intervention for individuals with
dyslexia and other language-based learning difficulties.
3. What were the components of the OG lesson in the video?
Remediating RSW Essay 3
There were several components of the OG method within this video. Writing, syllable
instruction, morphemes and semantics were among the many strategies that were used in this
lesson. These components are essential for teaching phonological awareness and writing for
young learners.
4. From your perspective, what are the strengths/limitations of the OG lesson?
During the video, the reading specialist used very detailed and thorough explanations when
describing the reason that words are spelled a certain way. This strength allowed for the student
to connect to the lesson on a deeper level because she was able to understand the meaning behind
her learning. The targeted skill for this lesson was regarding the long i vowel when spelling
words, along with one syllable words. The reading specialist used explicit instruction, guided
practice and automaticity in order to keep the student engaged. This lesson was effective because
it allowed the student a safe space for learning where she was allowed to make mistakes.
5. What other strategies have you seen to be effective for providing remediation in
reading, spelling, and/or writing?
Phonics-based approaches, like the Orton-Gillingham Method, targets phonemic awareness and
decoding skills. However, there are other strategies that are available for providing remediation
regarding these subjects. Individualized instruction that considers diverse learning styles proves
to be beneficial for students. Structured literacy programs can also be incorporated into the
classroom using a systematic approach of teaching linguistic elements. Assistive technologies,
such as text-to-speech tools are used to support reading and writing development. Encouraging
extensive reading and writing are beneficial for reinforcing those skills. Regular assessments
help track progress, allowing educators to adjust interventions accordingly. Ultimately, a holistic
Remediating RSW Essay 4
and a tailored approach, addressing both skill-specific needs and overall literacy development,
yields successful remediation.
6. How might the content of this week’s module connect to a Biblical worldview?
Scripture tells us that everyone that was written in the past was written to teach us, so that
through endurance and encouragement of the Scriptures, we have hope (Romans 15:4, New
International Version). Orton and Gillingham created this method knowing that it would be
beneficial to students for many years to come. Their method was thought out and created in order
for students to overcome the difficulties that they would encounter regarding reading, writing
and spelling.
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References
Sayeski, K. L., Earle, G. A., Davis, R., & Calamari, J. (2018). Orton Gillingham: Who, What,
and How. TEACHING Exceptional Children,51(3), 240–249.
https://doi.org/10.1177/0040059918816996
Spear-Swerling, L. (2018). Structured Literacy and Typical Literacy Practices: Understanding
Differences to Create Instructional Opportunities. TEACHING Exceptional Children,
51(3), 201–211. https://doi.org/10.1177/0040059917750160
The Holy Bible, New International Version. (1984). International Bible Society. (Original work
published 1973).
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