Quick answer: Choose a school that uses true Orton-Gillingham-style structured literacy (explicit, systematic, multisensory instruction) as a core part of reading and writing, not just an occasional intervention. Ask for the scope and sequence, what a typical lesson routine includes, how skills are reviewed cumulatively, and how progress is measured and shared. Look for instruction that adapts to specific error patterns and builds confidence alongside accuracy.
What “Orton-Gillingham” Should Look Like in Real Classrooms
Orton-Gillingham isn’t a worksheet program or a once-a-week pullout. In many OG-aligned programs, you’ll see explicit teaching of sound-symbol relationships, syllable types, spelling rules, and morphology (prefixes, roots, suffixes), with lots of guided practice. Lessons often follow a predictable routine—review, new concept, controlled practice, and cumulative reinforcement—so skills don’t disappear after a unit test.
A true OG-style classroom also looks multisensory. Students might tap sounds, trace letters, build words, and read aloud with immediate feedback. If you’re touring a dyslexia school with Orton Gillingham approach in Lawrenceville GA, ask to see how those routines show up during regular reading and writing time, not only during intervention blocks.
Listen for language like “diagnostic and prescriptive.” That typically means instruction changes based on what a student can and can’t do right now. If a child is guessing at words, stumbling over vowel teams, or spelling phonetically long after peers have moved on, the teaching plan should target those exact breakdown points and revisit them until they’re automatic.
OG Verification Checklist Parents Can Copy/Paste
Use this quick checklist to verify the school is doing OG (or structured literacy aligned with OG principles) in a concrete, consistent way. These are practical questions you can paste into an email or bring to a tour.
Scope & sequence: “Can you share your phonics/morphology scope and sequence (skills order)?” “How do you ensure students don’t miss foundational skills?”
Lesson routine: “What does a typical 45–60 minute literacy lesson include from start to finish?” “How do you teach decoding, spelling, and writing together?”
Cumulative review: “How is previously taught material reviewed daily/weekly?” “What happens if a student forgets a skill from earlier in the year?”
Diagnostic placement: “How do you identify a student’s exact breakdown points (phonemic awareness, decoding, fluency, spelling patterns)?” “Do you use a skills-based placement or grouping process?”
Progress monitoring cadence: “How often do you check progress in decoding, fluency, and spelling—weekly, biweekly, monthly?” “What data do families receive, and what triggers an instructional change?”
If answers stay general (“we use OG strategies”) without showing materials, routines, and data, treat that as a signal to ask follow-up questions.
Signs the Placement Is Working (and Red Flags)
Early signs of a good fit can include fewer tears at homework time, more willingness to read, and clearer spelling patterns even if spelling isn’t perfect yet. Academically, you may notice a child sounding out unfamiliar words instead of guessing, reading with steadier pacing, and explaining what they read with more confidence.
Red flags include vague explanations like “we use OG strategies sometimes,” heavy reliance on leveled readers without a systematic phonics plan, or a focus on accommodations without skill-building. Another warning sign is blaming motivation when the work isn’t matched to the student’s skill gaps. Dyslexia usually responds best to targeted, explicit instruction rather than tougher consequences.
Pay attention to emotional safety. Kids who’ve struggled often expect to fail. A strong program corrects errors quickly and kindly, normalizes re-teaching, and builds independence so students can advocate for what helps them learn.
How to Get Started Locally
Gather any previous testing, report cards, and teacher notes, then write down what you see at home: reading avoidance, slow homework, messy spelling, or trouble remembering multi-step directions. Bring a few concrete examples (a writing sample or a recent spelling list) so the school can spot patterns faster.
Plan for a transition period. Many students need time to unlearn guessing habits and rebuild confidence. In many programs, consistent attendance, predictable routines, and home support that focuses on practice—not pressure—help the adjustment go smoother.
To explore options in Lawrenceville, reach out to Sage School and ask about OG training, daily structured literacy time, lesson routines with cumulative review, and how often progress monitoring is shared with families.