66% of 4th graders in Georgia are not reading proficiently. 32% of those students are not even reading at a basic level. (NAEP 2013)
Reading is Essential for All People (REAP) is working to improve that statistic. We are dedicated to improving reading proficiency through public school teacher training and enrichment. We provide teachers with specialized training that reinforces the foundations of reading. These approaches are helpful for any child, in any classroom, and are especially critical for struggling readers. The best way to positively impact reading proficiency in public school students is through their passionate and dedicated teachers.
REAP funds Orton-Gillingham Methodology training for public school teachers. This approach to reading instruction focuses on reading fundamentals. The theory combines multi-sensory techniques to develop phonemic awareness skills, spelling, writing and comprehension. Our nationally recognized instructors are highly qualified and passionate about the students you teach every day. Any public school teacher in the Metro Atlanta area can apply for our free professional development.
The teachers will be chosen to participate in the program based on experience, application detail, grade level, and colleague referrals. It is important to train teachers who will be an inspiration and mentor to those within their schools. Our program participants, during and after training, will be part of an ongoing support group that will continue to meet and share ideas, implementations, and successes.
Training Options and Course Description for Orton-Gillingham
Dates for Summer Courses:
June 1-5: Classroom Educator, Location TBD
June 8-12: Classroom Educator, The Swift School
June 15-19: Associate Level, The Swift School (only available if you have already taken the Classroom Educator 30-hour Course)
June 22-26: Classroom Educator, Location TBD
All dates are contingent on funding and demand. July dates may be added.
Classroom Educator and Associate Level Fall-Spring course dates and locations should be available in March.
Classroom Educator Course:
The Classroom Educator training is a 30 hour course (12 sessions, twice monthly Oct. – April or one full week during the summer) with the option of a 50-hour practicum.
The Classroom Educator Level Course addresses:
• Characteristics of Dyslexia related to typical development of reading and writing
• The principles of the Orton-Gillingham Approach
• History and structure of the English Language
• How to teach decoding
• Syllable types and syllabication
• Strategies for reading comprehension and written expression
• Teaching strategies and lesson planning for effective remediation
Associate Level Course:
The Associate Level training is a 70-hour course (1 night per week, Sept. – May or two full weeks during the summer) with the option of a 50-hour or 100-hour practicum.
The Associate Level Course addresses:
• Dyslexia and related brain research
• General history and structure of the English language
• Phonological awareness
• Sound/symbol relationships for reading and spelling
• Six syllable types and seven ways to divide words into syllables
• Anglo-Saxon, Latin and Greek word parts
• Spelling rules and generalizations
• “Learned” or non-phonetic words
• Advanced decoding skills
• Scope/sequence and lesson planning
• Teaching strategies and development of teaching materials
Here is what the teachers we trained have to say:
“I feel like for the last 16 years of teaching literacy that I have needed the understandings of language and ways to tackle those struggling readers in a direct way that this training has provided for me.”
“I now have a better understanding that ALL students, not just struggling readers, need this piece to be successful readers AND writers.”
“ What was lacking from my reading lessons was the mechanics of the language. This training has completed my reading puzzle!”
“I feel like this was the missing link between what I knew about reading instruction and what my struggling readers truly needed to be successful.”
” This training has strengthened my ability to diagnose what individual students are struggling with as readers and how I can help them overcome that gap.”
“All teachers deserve to know about this approach. Without it, many students will slip through the cracks or move up the grades without the appropriate reading assistance to be successful readers.”
“I have been blown away by the effectiveness of this approach.”
“Theses strategies can be implemented to push students who are high achievers as well as giving those struggling readers the support to become successful.”