Orton Gillingham - OG Reading

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.

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.

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.

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.

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.

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.

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.

When you first learn your child may have dyslexia, it’s normal to feel overwhelmed and want to “fix it fast.”
But some well-meant steps can actually make things harder for your child.

Here are a few things to avoid:

1. Don’t wait and hope they’ll “grow out of it.”

Dyslexia doesn’t fade with time — but early intervention can transform a child’s confidence and reading ability.
Waiting is the one thing you can’t get back.

2. Don’t overload them with random reading programs.

Jumping between apps, worksheets, tutors, and methods confuses the child.
Stick to one structured literacy approach (OG, Wilson, Logical Phonics, etc.) and give it time to work.

3. Don’t force more reading when they’re already struggling.

When reading is painful, pushing harder can damage self-esteem.
They need explicit instruction, not more guessing at words.

4. Don’t compare your child to siblings or classmates.

This is the fastest way to crush motivation.
Your child is on a different path — and that path is valid.

5. Don’t assume the school will automatically give the right support.

Many schools try their best, but dyslexia requires very specific instruction.
If progress stalls, it’s okay to seek private support.

6. Don’t panic.

Children pick up your energy more than your words.
If you stay calm and clear, they feel safe — and safe children learn.

The good news:

Dyslexia is highly teachable with the right method.
Kids absolutely can thrive — academically and emotionally — when the adults around them know what to do (and what not to do).

If you ever need guidance, clarity, or help choosing the right approach, I’m always here.

So you suspect your child has dyslexia — or you’ve just received the diagnosis — and now you’re wondering what to actually do next.
Here’s a clear, grounded path forward:

1. Get a proper reading assessment (not just a school screen).
A full literacy evaluation looks at phonemic awareness, decoding, fluency, and working memory.
A diagnosis is helpful — but the instructional profile is what actually guides intervention.

2. Start structured literacy as soon as possible.
Dyslexia doesn’t improve with “more reading.”
It improves with explicit, systematic, cumulative instruction — the kind programs like Orton-Gillingham, Wilson, or Sounds-in-Motion provide.

3. Build the habit of short, consistent practice.
10–15 minutes of the right practice is more powerful than an hour of frustration.
Small daily wins build confidence fast.

4. Talk to the school early.
Don’t wait for them to take the lead.
Ask for:
• accommodations
• reduced copying
• extra processing time
• access to audiobooks
• decodable texts

You’re not asking for favours — you’re asking for appropriate instruction.

5. Don’t panic — dyslexia is not a sentence.
Kids with dyslexia can thrive academically and emotionally when given the right tools.
Many grow into exceptionally strong thinkers, problem-solvers, and storytellers.

6. Stay calm — your child copies your energy.
If you approach this with clarity instead of fear, they will too.
Safety and confidence do more for a child’s reading progress than pressure ever will.

If you ever want guidance, resources, or someone to walk this path with you, I’m always happy to help.

So your child was just diagnosed with dyslexia… or maybe you’re starting to suspect it.
Either way, the first feeling is usually the same: worry.
“What do I do now? Who do I talk to? Am I already behind?”

Take a breath — dyslexia is not a dead end.
It simply means your child learns to read in a different (and very teachable) way.

Here are a few things I wish every parent knew right at the start:

1. Dyslexia is not a reflection of intelligence.

Many dyslexic kids are bright, curious, creative, and capable — they just need the right approach to reading.

2. Early clarity beats early panic.

Whether you have a formal diagnosis or a strong suspicion, the most important thing is response, not labels.

3. Your child needs structure — not “hope it sticks” reading practice.

Children with dyslexia don’t benefit from guessing, memorizing, or whole-word methods.
They need step-by-step instruction that connects sounds → letters → patterns → meaning.
That’s exactly what Orton-Gillingham is built for.

4. Progress is absolutely possible.

With the right method, dyslexic readers can — and do — learn to read confidently.
It’s not overnight, but it’s real, steady, measurable progress.

5. You don’t have to figure this out alone.

Parents are often handed a diagnosis without a roadmap.
If you’re unsure where to start, what program to use, or what’s right for your child, reach out.
The first step is simply understanding what your child needs — and I’m always happy to guide you.

If you have questions or you’re feeling overwhelmed, feel free to comment or message me.
You’re not alone in this. And your child can absolutely thrive.