The Mastery Series
If we’re serious about changing the lives of struggling readers, then as OG Practitioners we must be lifelong learners and develop a deep understanding of current research, best practices, and practical applications.
Join us every month (virtually) to learn from each other and create a true Orton Gillingham Community. Sign up for each Mastery Series topic below!
- Book studies are held ONLINE on the 4th Thursday of the month, January through October, from 7:00 p.m. – 8:00 p.m. CENTRAL. (No Mastery Series is presented in November or December)
- There is no cost for The Mastery Series, but you must purchase your own books and materials, where applicable.
- OGRS Professional Development hours are available for The Mastery Series.
- View the course syllabus here.
- Our next Mastery Series Book Study begins soon!
- See a list of previously studied books here!
- Please join us – register below!
Upcoming Events
Starting January 2027
A clear and actionable guide to making sense of and implementing the Science of Reading
There's Research for That answers common questions about teaching literacy, such as how many letters to teach per week and the benefits of teaching handwriting in a digital world. The Science of Reading directly affects how K–5 teachers do their jobs. It’s hard to keep up with all of the findings, and teachers need guidance on how to apply research in practice. This book offers a solution, giving you accessible explanations, examples, and strategies for helping your students build literacy skills.
Starting in April 2027
In every country, and in every language, a significant proportion of children struggle to master the skill of reading. In 2014, The Dyslexia Debate examined the problematic interpretation of the term 'dyslexia' as well as questioning its efficacy as a diagnosis. Ten years on, The Dyslexia Debate Revisited reflects on the changes in dyslexia assessment and treatment over the last decade, including the introduction of dyslexia legislation in many US states. Addressing the critical responses to their original challenge of the dyslexia construct, Julian G. Elliott and Elena L. Grigorenko also consider why, despite scientific critiques, existing dyslexia conceptions and assessment practices continue to be highly attractive to many professionals, individuals, and families. Based on current scientific knowledge, the authors strive to promote a shared understanding of reading difficulties and emphasize the importance of providing timely and appropriate intervention and support to anyone who faces difficulties with learning to read.