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[quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous]My dyslexic child is in AAP and reads at grade level (and probably has better reading comprehension than the one lady's 4th grader). I'm just saying. Not everything fits into your neat little buckets. Not everything is about money (lady who things OG and phonics instruction is just about someone making money is cuckoo).[/quote]

You honestly think money and politics don’t have huge effects on  the education system?

And you are calling me crazy for pointing that out.

Ok clearly we are unable to have a discussion about that. There are many many research papers, books and documentaries about that if you ever become interested.[/quote]

You sound like a conspiracy theorist by saying that the shift in the way we teach reading is solely because of the "dyslexia lobby". There are also many research papers, books, and documentaries about the shift in the way reading is taught back to incorporating phonics-based lessons if you ever become interested.[/quote]

Since you are interested:

https://journals.sagepub.com/doi/abs/10.1177/0014402921993406

Abstract
[b]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.[/b] 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 [b]Orton-Gillingham reading interventions do not statistically significantly improve foundational skill outcomes (i.e., phonological awareness, phonics, fluency, spelling; effect size [ES] = 0.22; p = .40), 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 = .59) for students with or at risk for WLRD. [/b]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.

In sum, OG helps a little, but not that much for kids with word-level reading disabilities, but parent advocacy groups have led to their being adopted. I’m not making any of of the info in my posts up.   Although we may disagree, I’m not crazy to be thinking these thoughts, others who are educational researches are looking at the same thing.  I’m sorry they are disturbing you, truly and since I think you are just going to name call and be mean back to me, I am out of this thread now.  Best of luck to you, I hope you kid does well![/quote]

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