Turning the Tide for English Learners: A Step-by-Step Guide to Implementing Orton-Gillingham Literacy Programs

Overview

Elementary school is challenging enough with playground politics, multiplication tables, and learning to read. For students who are simultaneously mastering English, the difficulty multiplies. When the pandemic hit, literacy gaps widened dramatically for English learners (ELs) across the United States. Federal data shows ELs' achievement scores have lagged behind their peers for two decades, with little improvement—until now. One Ohio district, Troy City Schools, found a way to turn the tide. Located about an hour north of Cincinnati and serving roughly 4,000 students (3% of whom speak Spanish, Ukrainian, Japanese, or other languages), the district made a bold move: training 116 staff members—every elementary teacher, intervention specialist, paraprofessional, and principal—in the Orton-Gillingham approach, a multi-sensory method that integrates movement and touch into reading instruction. This guide walks through the steps they took, from identifying the problem to securing funding and implementing the program, so other districts can replicate their success.

Prerequisites

Before diving into implementation, ensure your district has the following foundational elements:

• Leadership Commitment: District and school leaders must be willing to champion a multi-year literacy initiative. As Danielle Romine, director of elementary teaching and learning for Troy City Schools, noted, the district spent three years planning before launching.
• Funding Source: Troy used post-COVID relief grants and internal budget reallocations. Explore federal grants (e.g., ESSER), state literacy funds, or local funding sources.
• Certified Trainer: A literacy specialist or coach trained in Orton-Gillingham (through organizations like the Institute for Multi-Sensory Education) to lead staff development.
• Staff Buy-In: All K-5 teachers, intervention specialists, paraprofessionals, and principals must be willing to learn and apply a new methodology. Troy trained 116 staff members, ensuring consistency.
• Assessment Tools: To measure progress, you'll need baseline and ongoing literacy assessments, especially for phonics and social-emotional impacts.

Step-by-Step Instructions

Step 1: Identify the Literacy Gaps

Start by analyzing student data. In Troy City Schools, Sarah Walters (literacy instructional support specialist) observed that English learners at Concord Elementary were struggling with phonics—the letter sounds that make up words. Students showed frustration, withdrawal, and a desire to give up, highlighting social-emotional impacts. Conduct similar audits: review reading benchmark scores, phonics inventories, and teacher observations. Focus on ELs but note gaps across all students.

Step 2: Secure Funding and Plan for Sustainability

Troy mulled over changes for three years before having enough funding. Work with your finance department to apply for post-COVID relief grants (e.g., ESSER II or III) or reallocate existing literacy budgets. Create a timeline that includes initial training, ongoing coaching, and materials. Romine emphasized that funding came from district leaders' budget allocations—so align your plan with broader district goals. Write a proposal that highlights equity and long-term gains.

Step 3: Choose an Evidence-Based Approach

Orton-Gillingham is a structured, multi-sensory approach to teaching reading. It combines visual, auditory, and kinesthetic elements (e.g., tracing letters in sand while saying the sound). This method is especially effective for ELs because it reinforces sound-symbol connections through multiple senses. Research its fit for your population; Troy found it addressed phonics gaps and boosted confidence.

Step 4: Train All Staff Members

This is the core of Troy's success. Walters became certified through the Institute for Multi-Sensory Education and then trained 116 staff: every elementary teacher, intervention specialist, paraprofessional, and principal. Key actions:

• Schedule intensive workshops (e.g., 2-3 day initial training).
• Include all roles—not just teachers—to ensure consistent language and techniques across the school day.
• Provide follow-up coaching with a literacy specialist who supports and monitors implementation.
• Use modeling and practice: Teachers practice multi-sensory routines (e.g., tapping, tracing, writing) during training.

Step 5: Implement Multi-Sensory Instruction in Classrooms

After training, roll out Orton-Gillingham in daily lessons. Here’s a simplified example of a phonics lesson for kindergarten ELs:

1. Review: Use flashcards with letter tiles. Students say the sound while tracing the tile with their finger.
2. New Skill: Introduce a new letter-sound pair (e.g., /m/).
3. Multi-Sensory Practice: Students trace the letter in a sand tray (touch), say the sound (auditory), and write it on paper (visual).
4. Blending: Use movable letters to build words like “mat.” Students say each sound and blend aloud.
5. Reading and Writing: Read a short decodable passage, then write a sentence using the target sound.

For ELs, incorporate visuals and gestures to support meaning. Troy saw reduced frustration as students gained mastery.

Step 6: Monitor Progress and Adjust

Track data monthly: phonics assessments, reading fluency, and student engagement surveys. In Troy, Walters noted that the program “paid off” as students showed improvement. Use a simple tracker:

• Pre-test scores vs. post-test every 6-8 weeks.
• Teacher observations on student confidence and participation.
• Social-emotional check-ins (e.g., how students feel about reading).

If progress stalls, provide additional coaching or small-group intervention using the same multi-sensory methods.

Step 7: Create Equitable Learning Opportunities

Walters framed the effort as “equitable learning opportunities.” Ensure ELs receive same high-quality instruction as peers. Provide bilingual support if possible, but focus on building English literacy through structured, multi-sensory techniques. Celebrate gains publicly to build a culture of success.

Common Mistakes

• Inconsistent Implementation: Training only a few teachers leads to fragmented instruction. Train every adult working with ELs—just like Troy did.
• Underfunding: Relying on short-term grants without a sustainability plan. Secure multi-year funding first.
• Ignoring Social-Emotional Needs: Troy saw withdrawal and frustration; address student anxiety through patience and positive reinforcement.
• Not Adapting for Multilingual Learners: Orton-Gillingham is effective, but pair it with strategies for language acquisition (e.g., pre-teaching vocabulary, using cognates).
• Skipping Assessment: Without data, you can't know if the program works. Start with baseline and repeat checks.

Summary

Implementing an Orton-Gillingham literacy program across an entire elementary district can close pandemic-induced gaps for English learners. The key is leadership commitment, securing funding, training all staff, and using multi-sensory instruction. Troy City Schools turned the tide by focusing on phonics and social-emotional support. With careful planning, your district can do the same.