SLP in Orton-Gillingham classroom

Swenson & Williams (2015) outlined five steps for successful teacher and SLP collaboration. The five pre-requisites are:

​

(1) Both professionals share an underlying theoretical perspective

(2) Both professionals share commonly developed goals

(3) Roles must be defined

(4) Use of effective instruction

(5) Reflection and revision

 

In some ways, the O-G program provides a framework to ensure the close collaboration between educators and teachers. For example, because the O-G program provides a structured lesson plan and an evidence-based hierarchy of learning goals, pre-requisites (1) and (2) can be easily satisfied.

 

I reflected on how SLPs can ‘co-teach’ a small class O-G program to satisfy pre-requisites (3) and (4). The following are some suggestions:

 

Phonics

Many of SLPs’ developmental speech and articulation therapy trainings can be skillfully integrated into the O-G approach. At the co-planning stage, SLPs can introduce/discuss the placement of different sounds (e.g. lip rounding for /w/ sounds) with the educator to ensure phonics introduction incorporates some explicit teaching of articulation placement. Unable to provide specific and individualized support is likely the biggest downfall of a Tier-2 O-G teaching model. SLPs will be in an excellent position to ensure there are individualized support at an O-G classroom. For example, the SLP can observe the needs of each student in the classroom and provide individualized cues for children in need (e.g. visual cues for specific sounds). One adaptation to the Tier-2 program is to send home individualized homework with specific sounds/spelling rules that target specific difficulties a child experiences. The SLP and teacher can design this individualized homework together. The progressive phonics has a wealth of free phonics materials for this purpose: http://www.progressivephonics.com.

 

Vocabulary

In the O-G program, children are asked to practice reading and dictation in every class. Here, the SLP can be responsible for choosing the words and sentences appropriate for reading and dictation. To maximize the benefits of the O-G program, the SLP can choose vocabularies based on the curriculum of the child. Think of how proud and happy a child will feel when they find out they can read or dictate a difficult word in science/history class!