Why Must We Adapt Instruction for Middle School Students?

After reading a wealth of research, it is evident that the Orton-Gillingham Approach is effective for students who struggle accessing the English Language. Through an in-depth literature review, it is became apparent that the earlier the intervention of multi-sensory instruction is provided, the more substantial the improvements in reading and spelling are made (Lim & Oei, 2015). Orton-Gillingham was originally developed for early interventions in order to prevent reading difficulties in the future (Scheffel, Shaw, & Shaw, 2008). p. 147). According to Ritchey & Goeke, (2006), who analyzed over 30 years of Case laws, they determined that ongoing professional development needs to be provided to middle school teachers in order to instruct them on how to adapt the program to meet the differing needs of maturing students. While phonological awareness, phoneme manipulation skills, and basic phonics skills are essential even at the middle school level, educators need to adjust instruction to fit the needs of the group of students we work with. 
The following posts will give an insight on what I have found effective in my classroom with middle school students. 


References 
Lim, L., & Oei, A. C. (2015). Reading and spelling gains following one year of
            Orton-Gillingham intervention in Singaporean students with dyslexia. British Journal of                        Special Education, 42(4), 374-389
Ritchey, K. D., & Goeke, J. L. (2006). Orton-Gillingham and Orton-Gillingham-Based
             Reading Instruction: A Review of the Literature. Journal Of Special Education,
            40(3), 171-183.
Scheffel, D. L., Shaw, J. C., & Shaw, R. (2008). The Efficacy of a Supplemental
            MultiSensory Reading Program for First-Grade Students.. Reading Improvement,
            45(3), 139-152.


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