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Orton-Gillingham Methodology for Students With Reading Disabilities 30 Years of Case Law
| Content Provider | Semantic Scholar |
|---|---|
| Author | Rose, Tessie E. Zirkel, Perry Alan |
| Copyright Year | 2007 |
| Abstract | Although numerous studies have investigated autism methodology case law, few studies have investigated case law regarding reading methodology, particularly the Orton-Gillingham approach, for students with reading disabilities. We provide the results of a systematic case analysis of all published Orton-Gillingham decisions from the original passage of the Individuals with Disabilities Education Act (IDEA) through 2005. Results indicate that in the past 30 years, hearing/review officers and courts reviewed 64 Orton-Gillingham cases, with 77% occurring within the last 10 years. Unlike autism methodology cases, districts have won an overwhelming majority (75%). Although inconclusive, the addition of the terms “peer-reviewed research” and “scientifically based research” in the 2004 reauthorization of IDEA may benefit parents in Orton-Gillingham methodology disputes, thus leading to increased litigation. This article concludes with recommendations for reversing the upward trend in the number of Orton-Gillingham reading methodology disputes. |
| Starting Page | 171 |
| Ending Page | 185 |
| Page Count | 15 |
| File Format | PDF HTM / HTML |
| DOI | 10.1177/00224669070410030301 |
| Volume Number | 41 |
| Alternate Webpage(s) | http://files.eric.ed.gov/fulltext/EJ785952.pdf |
| Alternate Webpage(s) | https://doi.org/10.1177/00224669070410030301 |
| Language | English |
| Access Restriction | Open |
| Content Type | Text |
| Resource Type | Article |
