Orton Gillingham - OG Reading

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Orton Gillingham - OG Reading

Certified Orton Gillingham tutor helping kids build reading skills and confidence. I write decodable readers for each stage of learning.

Books: amazon.com/author/ortongillinghamstories

08/16/2026

🐸 What does a Level 4 decodable book actually look like?

Tammy talks through The Frog Who Missed the Bug and explains some of the sounds, words, and reading skills children practise at this level.

Our books are designed to give developing readers a story they can enjoy while practising the phonics skills they are learning.

Take a look inside and see what Level 4 reading practice looks like.

07/15/2026

We’ve just released The Fly, our first Level 3 Orton-Gillingham decodable reader. We now have books available from Level 3 through Level 8.

Level 3 is designed for children who are comfortable reading short-vowel words and basic digraphs and are ready to practise beginning consonant blends such as fl, gl, pl, sp, sw, and gr. It also introduces final y representing the long i sound in words such as fly and dry.

The controlled text, repetition, and predictable sentence patterns help early and developing readers build accurate decoding, fluency, and confidence.

To see whether a book is at the right level for your child or student, visit the author page and click on any title. Each listing includes three sample pages showing the actual wording, illustrations, and reading skills covered.

My passion is helping children enjoy reading and discover the beauty of books.

Scan the QR code or visit the author page to see all available titles:
https://tammyharrisreading.author-pages.com

06/09/2026

Reviews like this make all the effort worthwhile.

As an Orton-Gillingham tutor, there is nothing more rewarding than hearing that a child who struggles with reading was able to successfully read a book independently.

05/04/2026

I’m humbled and grateful to share that The Frog Who Missed the Bug reached #1 New Release in Reading Education.

I wrote this book for children who are working hard to become confident readers. My goal was to create a story that supports decoding and reading development while still feeling like a real story, not another exercise on the page.

I’m so glad it is finding its way to the children who can benefit from it most.

Thank you so much for the support.

04/26/2026

There are still so many misconceptions about dyslexia.

Dyslexia is not a sign of low intelligence, laziness, or lack of effort. It is a language-based learning difficulty that affects reading, spelling, and written language in ways many people do not fully understand.

The more we understand it, the better we can support children and adults with the right teaching and tools.

04/19/2026

Just released a new Level 4 decodable reader about a frog who keeps slipping, splashing, and landing in trouble.

Sight words in this story: he, yikes, cold, head, towards.

04/14/2026

As an Orton Gillingham tutor, one of the challenges I run into often is finding books that are truly a good fit for where a child is in the reading process.

There is a big difference between teaching a skill and then finding text that gives a child enough practice without bringing in too many patterns at once.

That challenge is one of the reasons I started writing my own leveled decodable readers.

I have currently posted books for Levels 4 through 8, and I will be continuing to add more over time to support children at different stages of reading development.

My goal is to create simple, structured reading material that feels manageable for the child and practical for tutors and parents to use.

I would really appreciate hearing from others who work in structured literacy, dyslexia support, or reading intervention, because I know this is a challenge many of us face.

I will place the author page link in the comments for anyone who would like to see the books that are currently available.

12/10/2025

One of the biggest questions parents ask is:
“My child’s school isn’t OG-trained — can they still help?”

The answer is yes.
Schools can play a meaningful role, even without specialized training, if everyone is working together.

Here’s what real, practical school support can look like:

1. Accommodations that actually reduce stress

These are simple but powerful:
• extra time
• reduced copying
• alternative formats (oral responses, audiobooks)
• fewer multi-step instructions
• visual schedules

These aren’t “special treatment.”
They level the playing field so your child can show what they know.

2. Access to decodable books

Even if the school isn’t using OG, they can still provide books that match your child’s instructional level.
Decodables build confidence and prevent guessing.

3. A structured homework plan

Children with dyslexia get exhausted easily.
A school can help by:
• shortening assignments
• sending home practice rather than frustration
• avoiding excessive written work

It keeps evenings calm, not chaotic.

4. Communication that feels like teamwork

A good school will:
• tell you what they’re seeing
• ask what’s working at home
• listen to concerns
• adjust strategies when needed

You don’t need perfection — you need partnership.

5. Small-group or pull-out support

Even if it’s not OG, small-group instruction with:
• clear routines
• slow pacing
• repeated practice
can still make a difference.

6. The right mindset

Schools who help the most share one trait:
They understand dyslexia isn’t laziness, behavior, or lack of effort.
It’s a different wiring — and a teachable one.

7. And remember…

You can absolutely combine school support + private structured literacy.
It’s not either/or — the two work beautifully together.

If you ever need help knowing what to ask for, how to approach the school, or how to make the plan clearer, I’m always here to guide you.

12/04/2025

Parents often ask, “How will I know it’s working?”
Here’s what genuine progress in structured literacy actually looks like — beyond the worksheets and the sessions.

1. Your child starts decoding instead of guessing.

They stop relying on pictures and first letters.
They begin sounding out words with intention and confidence.

2. They read slower, but more accurately.

Accuracy always comes before speed.
If your child slows down to think — that’s real growth.

3. You see small, steady steps — not sudden leaps.

Progress in dyslexia is cumulative.
Little breakthroughs add up into big ones.

4. They stop melting down over reading homework.

Not because it’s easy, but because they finally understand the process.

5. Their self-esteem shifts.

You see:
• fewer “I can’t do this” moments
• more willingness to try
• small sparks of pride when something clicks

This emotional shift is as important as the academic one.

6. They start transferring skills outside tutoring sessions.

You hear them breaking words apart at home.
You catch them sounding something out under their breath.
That’s when you know it’s truly sticking.

7. The progress is visible — but not rushed.

Real success in OG is about:
• confidence
• accuracy
• independence
• and steady growth

Not speed.

If you ever need help understanding whether your child’s program is working, feel free to reach out.
There’s always a path forward.

12/02/2025

Choosing a tutor for a child with dyslexia can feel overwhelming — but the right match makes all the difference.
Here’s what truly matters (and what doesn’t):

1. Look for structured literacy training — not generic tutoring.

Dyslexia requires explicit, systematic, multisensory instruction.
If the tutor isn’t trained in OG, Wilson, Barton, or another structured approach, it’s not the right fit.

2. Ask what method they use — and why.

A good tutor can clearly explain their method and how it supports decoding, phonemic awareness, fluency, and confidence.
If they can’t explain the “why,” keep looking.

3. Ask about progress monitoring.

“How will you measure improvement?”
A strong tutor tracks skills in small steps, not vague comments like “He’s doing better.”

4. Look for calm, steady energy — not perfectionism.

Children with dyslexia need a tutor who:
• makes them feel safe,
• doesn’t rush,
• celebrates small wins,
• and understands when their brain is tired.

5. Consistency matters more than intensity.

Two or three solid sessions per week beat occasional long sessions every time.

6. Personality fit counts.

A child learns best with someone they trust.
Warmth + structure is the winning combination.

If you ever need help evaluating a program or tutor, I’m always happy to give guidance.
You don’t have to navigate this alone.

Address

Toronto, ON

Website

http://amazon.com/author/ortongillinghamstories

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