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] = 0.32; p = .24), although the mean ES was positive in favor of Orton-Gillingham-based approaches. Similarly, there were not significant differences for vocabulary and comprehension outcomes (ES = 0.14; p = .57) for students with or at risk for WLRD. More high-quality, rigorous research with larger samples of students with WLRD is needed to fully understand the effects of Orton-Gillingham interventions on the reading outcomes for this population.

在过去十年中，家长倡导团体领导了一场草根运动，导致大多数州采用针对阅读障碍的立法，许多州强制要求使用 Orton-Gillingham 方法进行阅读教学。Orton-Gillingham 是一种直接的、明确的、多感官的、结构化的、顺序的、诊断性的和规定性的阅读方法，适用于有单词级阅读障碍 (WLRD) 或有风险的学生。来自先前综合和 What Works Clearinghouse 报告的证据得出的发现缺乏对 Orton-Gillingham 干预措施有效性的支持。我们进行了一项荟萃分析，以检查 Orton-Gillingham 阅读干预对患有 WLRD 或有患 WLRD 风险的学生的阅读结果的影响。p = .24)，尽管平均 ES 是正的，有利于基于 Orton-Gillingham 的方法。同样，对于患有 WLRD 或有患 WLRD 风险的学生，词汇和理解结果（ES = 0.14；p = .57）也没有显着差异。需要对更大样本的 WLRD 学生进行更高质量、更严格的研究，以充分了解 Orton-Gillingham 干预措施对该人群阅读结果的影响。