Orton-Gillingham Approach for Students with Dyslexia

HARDWICK, Mass. - Rezul -- Dana Harbert, Chair of the Reading Department at Eagle Hill School, is a lifelong educator with over 40 years of experience. While he has served as Director of Admission, his true passion is teaching reading through tutorials, reading development, word attack skills, and reading fluency. As an Orton-Gillingham Fellow, Dana oversees reading instruction across the school and trains teachers in this structured, multisensory approach, designed to help students with dyslexia and other reading challenges. In this article, he shares his journey and Eagle Hill's approach to building confident, successful readers.

The following is an excerpt from a conversation with Dana on the Orton-Gillingham Approach and his philosophy on teaching reading skills to students with diverse learning profiles.

What inspired you to become a reading teacher and an Orton-Gillingham Fellow?
Becoming a reading teacher was a long process for me. It started when I was working toward my elementary school certification. I never taught elementary school, but I always noticed students who struggled with reading and wanted to find ways to help them.

When I came to Eagle Hill School in 1984, I immediately noticed how many students had difficulties with decoding, fluency, and comprehension. I was glad to have some training in reading, but I quickly realized that my coursework didn't fully prepare me to work with students with dyslexia.

That led me to attend an Orton-Gillingham workshop in Vermont around 1993. I started training at the associate level, moved to the certified level, and eventually became a Fellow. To get to Fellow level took about seven years to complete. Once I started, I couldn't stop because it gave me the opportunity to train other teachers in Orton-Gillingham—an important part of our work at Eagle Hill.

The Orton-Gillingham approach is different because teachers create lessons that target each student's specific areas of need. This ensures that every student is making measurable progress.

What makes Eagle Hill School's approach to reading instruction unique?
One way we stand out is our flexibility. Not all students learn the same way, and not all programs work for every student. Our teachers are very experienced—many have been here for years. I've been at Eagle Hill School for 42 years myself, which shows how familiar our teachers are with students who struggle with reading.

This experience allows teachers to combine and adapt different approaches. We use structured word inquiry, elements of the Lindamood-Bell LiPS Program, and, when appropriate, aspects of the Wilson Reading System. The Wilson system is essentially Orton-Gillingham but fully prescribed, while our approach allows teachers to design lessons specifically for each student's needs.

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What qualifications are important to you in your reading teachers?
Flexibility and knowledge are the most important qualifications. Teachers should have familiarity with multiple approaches to address reading difficulties so they can tailor lessons to each student. A rigid system might work for some students but not for others.

The Orton-Gillingham approach is different because teachers create lessons that target each student's specific areas of need. This ensures that every student is making measurable progress.

What is the Orton-Gillingham approach to reading instruction?
Orton-Gillingham is a structured, multisensory phonetic approach. It spirals back, meaning you're always reviewing and building on what students already know.

We start by assessing each student to identify strengths and areas for growth in phonograms, spelling generalizations, syllable division patterns, and syllable types. Lessons rely on the student's strengths to teach areas where they need improvement.

What might an Orton-Gillingham lesson look like in your classroom?
An Orton-Gillingham lesson has three main components.

• First, students review phonograms. For example, the phonogram "ch" can make several sounds depending on the word. Students identify the phonogram and practice its sounds.
  
  
• Second, students learn new phonograms through controlled words and sentences. For instance, when introducing "or," they might read words like "horn" and practice reading words with phonograms from previous lessons that relate to the new one.
  
  
• Third, we focus on spelling. Students practice spelling sounds, words, and then do sentence dictation. We often use simultaneous oral spelling, and lessons include words that incorporate the sound or phonogram being studied.

Lessons typically last 45–60 minutes and are designed so students feel successful, working with material they can manage rather than guessing. Lessons should always include syllable division and reading from connected text.

How does it help students with dyslexia?
The repetition and predictability help students with dyslexia. Concepts are reviewed often, giving students the practice they need to build mastery.

What are some common misconceptions about dyslexia?
A common misconception is that dyslexia is just about reversing letters or mixing them up. While that can happen, dyslexia is really about having trouble reading words, which may include difficulties with comprehension or fluency. Solid Orton-Gillingham instruction can address the specific areas where a student struggles.

What signs should teachers or parents look for that might indicate a child could benefit from Orton-Gillingham instruction?
Parents should look for difficulties with reading and spelling. Younger students might struggle with the alphabet, seasons, or months of the year. A child may avoid reading, claim to read without comprehension, or struggle to answer questions about what they've read. These signs indicate that Orton-Gillingham instruction could be helpful.

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At Eagle Hill, we provide a wraparound approach: students receive reading tutorial classes, daily Orton-Gillingham lessons, and teachers who understand dyslexia. This combination allows students to make substantial progress.

What progress do students make through the Orton-Gillingham method?
Students can make tremendous progress. The approach helps students move from being basic or struggling readers to mastering phonograms, decoding, and comprehension skills. The goal is that students read fluently at grade level.

Orton-Gillingham isn't just for students reading at a first-grade level; it's effective for older students, including middle and high schoolers, who are still struggling to read or understand texts. As students advance, lessons include prefixes, suffixes, roots, and word meanings.

How do you use assessments and data to guide instruction for each student?
At Eagle Hill, we use neuropsychological evaluations to understand a student's background and difficulties, even if the evaluation is a couple of years old. We also assess students directly, using phonogram cards and other tools to determine which areas need focus. This helps teachers plan instruction that targets each student's specific needs.

What advice would you give parents looking for effective reading support or tutoring for a child with dyslexia?
Parents should start with an assessment. That gives guidance on areas of focus. They can also work with educational consultants or schools with strong reading programs.

At Eagle Hill, we provide a wraparound approach: students receive reading tutorial classes, daily Orton-Gillingham lessons, and teachers who understand dyslexia. This combination allows students to make substantial progress.

How does improving reading skills impact students' overall confidence and success in school?
Improving reading skills greatly impacts a student's confidence. For many students coming to Eagle Hill, reading has been a struggle. Seeing measurable progress in a year or two can be incredibly gratifying.

For example, a student I worked with last year struggled to read aloud in September but, by May, was not only able to read aloud fluently but was eager to do so. That growth boosts confidence both in the classroom and beyond, and families often notice the difference as well.

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At Eagle Hill School, reading instruction goes far beyond teaching students to decode words—it's about giving them the tools, strategies, and confidence to become lifelong readers. Dana Harbert's dedication, expertise, and leadership in the Orton-Gillingham Approach show how personalized, structured reading support can transform a student's learning experience. Whether through targeted tutorials, daily lessons, or expert-trained teachers, Eagle Hill ensures that every student has the opportunity to succeed, build confidence, and discover the joy of reading.

About Eagle Hill School

Eagle Hill School is the leading day and boarding school for students in grades 8–12 with diverse learning profiles, including dyslexia and other language-based learning differences. With its focus on individualized instruction and a supportive learning environment, Eagle Hill helps students build the skills and confidence they need to thrive academically.