ArticleExceptional children2021
Current State of the Evidence: Examining the Effects of Orton-Gillingham Reading Interventions for Students With or at Risk for Word-Level Reading Disabilities.
Article in Exceptional children, 2021. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 10 papers.
What it found
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
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Who cites it
10 citing papers in PubMed.
- Dispelling Myths and Misunderstandings About Defining and Remediating Dyslexia.Dyslexia (Chichester, England) · 2026Review
- Article
- Rate-disabled versus accuracy-disabled subtypes of dyslexia: A longitudinal study from preschool to grade 1.Annals of dyslexia · 2026Article
- Cognitive and Non-Cognitive Science Gains from SEL Intervention in Arabic-Speaking Students: Comparing Typical and Struggling Readers.Journal of Intelligence · 2026Article
- A Preliminary Evaluation of Dyslexie's Influence on Adult Dyslexic Reading Performance.Behavior analysis in practice · 2025Article
- Evaluating augmented reality in physical education for dyslexic students from the perspectives of teachers and students.Scientific reports · 2025Article
- A Real-World Data Study on the Impact of the ReadRx Cognitive Training and Reading Intervention on Cognition, Basic Reading Ability, and Psychosocial Skills for 3527 Children.Psychology research and behavior management · 2023Article
- Probabilistic Decision-Making in Children With Dyslexia.Frontiers in neuroscience · 2022Article
- Forty Years of Reading Intervention Research for Elementary Students with or At Risk for Dyslexia: A Systematic Review and Meta-Analysis.Reading research quarterlyArticle
- What We Know and Need to Know about Literacy Interventions for Elementary Students with Reading Difficulties and Disabilities, including Dyslexia.Reading research quarterlyArticle
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
6 authors.
Funding
Abstract
Over the past decade, parent advocacy groups led a grassroots movement resulting in most states adopting dyslexia-specific legislation, with many states mandating the use of the Orton-Gillingham approach to reading instruction. Orton-Gillingham is a direct, explicit, multisensory, structured, sequential, diagnostic, and prescriptive approach to reading for students with or at risk for word-level reading disabilities (WLRD). Evidence from a prior synthesis and What Works Clearinghouse reports yielded findings lacking support for the effectiveness of Orton-Gillingham interventions. We conducted a meta-analysis to examine the effects of Orton-Gillingham reading interventions on the reading outcomes of students with or at risk for WLRD. Findings suggested Orton-Gillingham reading interventions do not statistically significantly improve foundational skill outcomes (i.e., phonological awareness, phonics, fluency, spelling; effect size [ES] = 0.22;
Identifiers
What OpenQuestion holds
Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.