Results from Orton-Gillingham Intervention
in Oceanside, New York
2013-2014 School Year
The accompanying chart shows the effects of Orton-Gillingham instruction from the 2013-2014 school year. Students were administered pre and post tests to determine the effectiveness of Orton-Gillingham intervention. The two tests were the Gallistel-Ellis Test of Coding Skills and the Developmental Reading Assessment. Results indicate phenomenal gains across the board.
The Gallistel-Ellis Test of Coding Skills is an informal reading test. It measures whether a student can provide the sounds for various words or pseudo words. It is often administered to gauge starting points for instruction. It becomes a diagnostic/prescriptive tool because each section is devoted to words containing identical phonetic concepts. If a student performs poorly on a subtest, it is determined that instruction is necessary. Student’s scores fall into one of three categories: Independent / Needs Practice / Needs Instruction.
Those students who received 1:1 instruction in the Orton-Gillingham Approach were given the Gallistel-Ellis Test of Coding Skills. There were pre and post tests administered. Results indicate phenomenal gains across the board.
The DRA test (Developmental Reading Assessment) is used to identify:
It is one of the factors one can use to plan instruction.
The DRA test is traditionally administered on an annual or semi-annual basis. The test measures nine categories of reading behavior and six types of errors. Developed in 1986 (and revised in both 2000 and 2003) by a committee of educators, it is intended to evaluate certain aspects of your child’s reading level.
How DRA Levels and Testing Work Together:
Tasks measured by the DRA test are divided into several skill sets. Rhyming, alliteration, segmentation, and phonemic awareness are tested in the phonemic awareness section. Letter naming, word-list reading, spelling, decoding, analogies, structural analysis, and syllabication are tested in the alphabetic principle/phonics portions. Oral reading fluency or words per minute for
contextual reading are tested under fluency. Vocabulary, comprehension, and reading engagement skills are also measured in the test. After the test is evaluated and scored, your child is assigned a numeric (or alphanumeric for very early readers) DRA level A1 through 80. Children with stronger reading abilities yield higher numbers. Teachers are easily able to give children books they can read by choosing a text with the corresponding DRA level.
Results from the DRA test indicate a 75% increase for all students who were taught using the Orton-Gillingahm Approach. It becomes readily apparent that explicitly teaching phonics concepts in a multi-sensory manner pays off. This is exactly how the Orton-Gillingham Approach is taught.
average student increased his scores from 37% - 69% That represents an increase of 85% overall
percentage of increase was from 19 to 33 1/3rd % representing a 75% increase for all students
FOURTH GRADERS ONLY:
4th graders Gallistel-Ellis from 38%-76% which is a 103% increase
4th graders DRA: 20% - 33% increase = DRA 66% increase for all 4th graders
ELEVENTH GRADERS ONLY:
Gallistel-Ellis from 75% - 96% increase = 28% increase for all 11th graders
11th grade DRA from 70%-140% increase = 100% increase for all