The Impact of an Orton-Gillingham-Based Reading Program on Special Education Students’ Reading Outcomes

• In Event: AERA Poster Session Wednesday 3:45pm
  In Poster Session: Research in Research and Literacy (SIG 11) Poster Session I

Abstract

In response to growing interest in structured literacy approaches, we evaluated an Orton-Gillingham-based reading program for special education students in a large southwestern district. Using seven years of state test data and individual fixed effects combined with a difference-in-differences (DID) approach, we find that participation in the program was associated with statistically significant gains in English Language Arts (ELA), with effect sizes sufficient to offset general post-pandemic learning losses among students receiving the intervention. These results underscore the promise of structured literacy approaches for students with disabilities and have positive implications for the future of reading instruction policy.

Authors

• Norman P. Gibbs, Mesa Unified School District

• Margarita Pivovarova, Arizona State University

• Jesse Fleming, Arizona State University

• Andrew J. Stefanko, University of Wisconsin - Whitewater