Date of Award

Summer 8-1-2026

Degree Type

Dissertation

Degree Name

EdD Education Leadership, Management and Policy

Department

Education Leadership, Management and Policy

Advisor

David Reid, Ph.D.

Committee Member

Randall Clemens, Ph. D

Committee Member

Lou Figueroa, Ed.D

Keywords

Orton-Gillingham, Perception, Knowledge, Implementation

Abstract

This study examined teachers’, teacher assistants’, and classroom aides’ perceptions, knowledge, and implementation of the Orton–Gillingham approach to reading instruction. A mixed-methods design was employed, incorporating quantitative survey data (N = 37) and qualitative interview data (N = 9). Descriptive statistics indicated generally low levels of perception, knowledge, and implementation among participants. One-way analyses of variance (ANOVA) were conducted to examine differences based on instructional setting, years of experience, and level of Orton-Gillingham training. Results revealed statistically significant differences in knowledge and implementation by training level and years of experience, whereas no significant differences were found in perceptions across groups. Qualitative findings complemented these results, with participants identifying structured instruction, student outcomes, and implementation challenges as key themes.

Overall, results suggest that while educators view the Orton-Gillingham approach positively, variability in training and systemic factors influences knowledge and implementation. Implications for practice include the need for sustained professional development and increased support for effective implementation.

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