0      0

2017 Reading, Literacy & Learning Virtual Conference

T33 - Stages of Instruction for Teaching Reading, Spelling, and Vocabulary

Nov 9, 2017 3:15pm ‐ Nov 9, 2017 4:15pm

Standard: $20.00


Three stages of reading, spelling, and vocabulary instruction exist in the Orton-Gillingham approach, and each stage requires students to make a cognitive shift in thinking as they learn specific skills. Effective instruction progresses logically and systematically from simple to complex, enabling the student to make connections with the information taught at each stage. Fitting the instruction to the individual is paramount in helping the student make the greatest gains. This presentation discusses these stages.

Learning Outcomes:

  • MORPHOLOGICAL INSTRUCTION: Analyze teaching higher level reading and vocabulary development through Morphological Awareness instruction.
  • MORPHOLOGICAL INSTRUCTION: Compare the role of morphological processing skills to the development of reading and language acquisition.
  • MULTISENSORY STRUCTURED LANGUAGE INSTRUCTION: Recognize the nature of dyslexia and related language learning disabilities and the role of multisensory structured language instruction (MSL).
  • READING, SKILLS, & STRATEGIES: Outline the critical components for proficient reading including language development, phonological awareness, decoding, fluency and comprehension.
  • TEACHING/INSTRUCTION/INTERVENTION: Discover the complexity of vocabulary knowledge and its important role in reading and reading intervention.

Disclosure: Karen Leopold has no relevant financial or nonfinancial relationships to disclose.


  • Karen K. Leopold, Fellow/AOGPE; IDA Dyslexia Specialist, Fellow/AOGPE, Fellow/AOGPE

You must be logged in and own this session in order to post comments.

Jenelle Boyd
12/10/18 2:06 pm

I thought this was an excellent presentation! Jenelle Erickson Boyd, M.Ed. CDI

Laura Leinneweber
7/1/19 7:49 pm

I think the survey attached to this session was the wrong survey. That explains my low marks; the questions weren't relevant to the topic.