While both Wilson and Orton-Gillingham are highly effective, structured, and systematic approaches for individuals with dyslexia, the Orton-Gillingham approach is widely recognized as the gold standard for teaching phonics and spelling to struggling readers and those with dyslexia. Both approaches are used to help individuals with dyslexia improve their reading and writing skills through a structured, systematic approach.
Choosing between Wilson and Orton-Gillingham depends on various factors, including the specific needs of the learner, the setting (individual vs. group), and the training of the instructor.
Understanding the Orton-Gillingham Approach
The Orton-Gillingham (OG) approach is not a program, but rather a multisensory, diagnostic, and prescriptive instructional approach for teaching reading, spelling, and writing. Developed by neurologist Dr. Samuel Orton and educator Anna Gillingham, it is designed specifically for individuals with dyslexia and other language-based learning disabilities.
Key Principles of Orton-Gillingham:
- Multisensory: Engages visual, auditory, kinesthetic (movement), and tactile (touch) pathways simultaneously to enhance learning. For example, students might trace letters while saying their sounds.
- Diagnostic & Prescriptive: Instruction is continuously adjusted based on the individual student's progress and needs. The tutor diagnoses specific areas of difficulty and prescribes targeted interventions.
- Direct & Explicit: Concepts are taught directly and unambiguously, leaving no room for guesswork.
- Systematic & Sequential: Concepts are presented in a logical, ordered manner, building from simple to complex.
- Cumulative: Each new concept builds upon previously mastered skills, reinforcing learning.
- Cognitive: Students are taught why words are spelled and read in a certain way, fostering a deeper understanding of language structure.
Because it is an approach rather than a fixed curriculum, Orton-Gillingham instruction is highly individualized, requiring extensive training for instructors to effectively apply its principles.
Understanding the Wilson Reading System
The Wilson Reading System (WRS) is a structured literacy program based directly on the Orton-Gillingham principles. Developed by Barbara A. Wilson, it provides a comprehensive, sequential, and cumulative curriculum designed for students in grades 2-12 and adults who struggle with reading and spelling.
Key Features of the Wilson Reading System:
- Structured Curriculum: WRS follows a very specific, 12-step curriculum, making it easier to implement in various educational settings, including schools.
- Multisensory: Like OG, Wilson incorporates multisensory techniques for decoding and encoding.
- Explicit Instruction: Concepts are taught clearly and directly.
- Diagnostic Assessment: While highly structured, WRS includes assessments to place students appropriately within the curriculum and monitor progress.
- Focus on Decoding and Encoding: Emphasizes phonemic awareness, phonics, word structure, and morphology.
Wilson is particularly well-suited for group instruction or classroom settings where a standardized curriculum is beneficial, while still providing effective intervention.
Key Similarities and Differences
Both Wilson and Orton-Gillingham fall under the umbrella of structured literacy approaches, meaning they share fundamental principles for effective reading instruction.
Similarities:
- Multisensory: Both utilize visual, auditory, kinesthetic, and tactile pathways.
- Structured and Systematic: They teach language concepts in a logical, sequential order.
- Explicit and Direct: Instruction is clear and leaves no room for ambiguity.
- Phonics-Based: Both emphasize the relationship between letters and sounds (phonics) for decoding and encoding.
- Beneficial for Dyslexia: Both are proven effective for individuals with dyslexia and other reading difficulties.
Differences:
The main distinction lies in their nature: OG is a flexible set of principles, while Wilson is a codified program.
| Feature | Orton-Gillingham (OG) | Wilson Reading System (WRS) |
|---|---|---|
| Nature | An approach or methodology | A highly structured program or curriculum |
| Flexibility | Highly adaptable and individualized | Follows a set, 12-step curriculum |
| Instruction | Diagnostic and prescriptive; tailored to individual | Standardized; follows a set sequence for groups/individuals |
| Training Needed | Extensive, deep understanding of principles required | Specific training in the WRS curriculum |
| Setting | Often one-on-one or small group tutoring | Adaptable for one-on-one, small group, or classroom |
| Material | Instructor-created or chosen based on student needs | Program-specific materials and workbooks |
Why Orton-Gillingham is Considered the "Gold Standard"
Orton-Gillingham's designation as the "gold standard" stems from its foundational role and inherent adaptability. As the original systematic, explicit, and multisensory approach, it laid the groundwork for many subsequent programs, including Wilson. Its strength lies in the ability of a highly trained tutor to diagnose a student's precise needs at any moment and adapt the instruction accordingly. This bespoke, prescriptive nature ensures that every lesson is perfectly matched to the learner's specific challenges, making it incredibly powerful for complex cases of dyslexia.
Choosing the Right Approach
Deciding whether Wilson or Orton-Gillingham is "better" depends on the individual context:
- For highly individualized, intensive intervention: A true Orton-Gillingham approach with a highly trained, experienced tutor is often preferred. This allows for the greatest flexibility and personalization.
- For structured group or classroom settings: The Wilson Reading System is an excellent choice. Its systematic curriculum makes it easier to implement across multiple students, and its research-validated structure provides consistent, high-quality instruction.
- Consider the Instructor: The effectiveness of any program or approach largely hinges on the skill and training of the instructor. A well-trained Wilson instructor delivering the program with fidelity will likely be more effective than an inadequately trained "OG-based" tutor.
- Student Needs: Some students thrive on the rigid structure of a program like Wilson, while others benefit from the more fluid, diagnostic nature of pure OG.
Ultimately, both Wilson and Orton-Gillingham are excellent, evidence-based choices for supporting individuals with dyslexia. The "better" choice is the one that best fits the learner's needs, the available resources, and is delivered by a highly competent instructor.
