This study investigated the effectiveness of the Orton-Gillingham supplemental tutoring program on third grade students. Participants were struggling readers who read at a slow rate. These students are in regular education, Basic Skills Improvement Program, or special education classes. Students received tutoring in groups which consisted of four to five students in each group and were homogeneous. The Dynamic Indicator for Early Basic Literature Skills assessments were used as a baseline in September, and posttest in January and February, to measure abilities in fluency, decoding, and story retell/comprehension. Results indicate that the Orton-Gillingham Program was effective at improving the fluency and decoding skills of the regular education students, Basic Skill Improvement Program students, and special education students. The results were inconclusive for the story retell/comprehension subtests. Students in the regular education, Basic Skills Improvement Program, and special education classes were able to read more words per minute and decode at a higher rate after the tutoring indicating that this program is effective for all three groups.
","abstract_html":"<p>This study investigated the effectiveness of the Orton-Gillingham supplemental tutoring program on third grade students. Participants were struggling readers who read at a slow rate. These students are in regular education, Basic Skills Improvement Program, or special education classes. Students received tutoring in groups which consisted of four to five students in each group and were homogeneous. The Dynamic Indicator for Early Basic Literature Skills assessments were used as a baseline in September, and posttest in January and February, to measure abilities in fluency, decoding, and story retell/comprehension. Results indicate that the Orton-Gillingham Program was effective at improving the fluency and decoding skills of the regular education students, Basic Skill Improvement Program students, and special education students. The results were inconclusive for the story retell/comprehension subtests. Students in the regular education, Basic Skills Improvement Program, and special education classes were able to read more words per minute and decode at a higher rate after the tutoring indicating that this program is effective for all three groups.</p>","abstract_has_math":false,"creators":["Sweeney, Diana M."],"institution":null,"degree_name":"M.A. in Learning Disabilities","degree_level":"Thesis","degree_discipline":"Interdisciplinary and Inclusive Education","degree_department":null,"school":null,"contributors":["Kuder, Jay"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2009,"date_issued":"2009-04-29T07:00:00Z","date_published":"2009-04-29T07:00:00Z","updated_at":"2026-07-24T04:13:27Z","subjects":["Reading (Primary); Reading--Remedial teaching","Disability and Equity in Education"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://rdw.rowan.edu/etd/672","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Kuder, Jay"]},{"key":"dc:creator","label":"Author","values":["Sweeney, Diana M."]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2016-03-20T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Interdisciplinary and Inclusive Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Thesis"]},{"key":"thesis:degree_name","label":"Degree Name","values":["M.A. in Learning Disabilities"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Reading (Primary); Reading--Remedial teaching","Disability and Equity in Education"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://rdw.rowan.edu/etd/672"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["This study investigated the effectiveness of the Orton-Gillingham supplemental tutoring program on third grade students. Participants were struggling readers who read at a slow rate. These students are in regular education, Basic Skills Improvement Program, or special education classes. Students received tutoring in groups which consisted of four to five students in each group and were homogeneous. The Dynamic Indicator for Early Basic Literature Skills assessments were used as a baseline in September, and posttest in January and February, to measure abilities in fluency, decoding, and story retell/comprehension. Results indicate that the Orton-Gillingham Program was effective at improving the fluency and decoding skills of the regular education students, Basic Skill Improvement Program students, and special education students. The results were inconclusive for the story retell/comprehension subtests. Students in the regular education, Basic Skills Improvement Program, and special education classes were able to read more words per minute and decode at a higher rate after the tutoring indicating that this program is effective for all three groups.
"]},{"key":"dc:title","label":"Title","values":["Impact of the Orton-Gillingham program on the reading of students who are reading below grade level"]}]}],"canonical_facts":{"dc:contributor":["Kuder, Jay"],"dc:creator":["Sweeney, Diana M."],"dc:date.available":["2016-03-20T07:00:00Z"],"dc:description.abstract":["This study investigated the effectiveness of the Orton-Gillingham supplemental tutoring program on third grade students. Participants were struggling readers who read at a slow rate. These students are in regular education, Basic Skills Improvement Program, or special education classes. Students received tutoring in groups which consisted of four to five students in each group and were homogeneous. The Dynamic Indicator for Early Basic Literature Skills assessments were used as a baseline in September, and posttest in January and February, to measure abilities in fluency, decoding, and story retell/comprehension. Results indicate that the Orton-Gillingham Program was effective at improving the fluency and decoding skills of the regular education students, Basic Skill Improvement Program students, and special education students. The results were inconclusive for the story retell/comprehension subtests. Students in the regular education, Basic Skills Improvement Program, and special education classes were able to read more words per minute and decode at a higher rate after the tutoring indicating that this program is effective for all three groups.
"],"dc:identifier":["https://rdw.rowan.edu/etd/672"],"dc:subject":["Reading (Primary); Reading--Remedial teaching","Disability and Equity in Education"],"dc:title":["Impact of the Orton-Gillingham program on the reading of students who are reading below grade level"],"thesis:degree_discipline":["Interdisciplinary and Inclusive Education"],"thesis:degree_level":["Thesis"],"thesis:degree_name":["M.A. in Learning Disabilities"]},"updated_at":"2026-07-24T04:13:27Z"}