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IMSE's Orton-Gillingham Plus (OG+) Efficacy Study: Examining the Impact of IMSE's OG+ Program on K-1 Early Literacy Skills in a Low-SES School District

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Title: IMSE's Orton-Gillingham Plus (OG+) Efficacy Study: Examining the Impact of IMSE's OG+ Program on K-1 Early Literacy Skills in a Low-SES School District
Language: English
Authors: Rachel Schechter, Michaela Gulemetova, Colin Ackerman, Laura Janakiefski, Charles River Media Group, LXD Research
Source: Online Submission. 2025.
Peer Reviewed: N
Page Count: 35
Publication Date: 2025
Document Type: Reports - Research
Education Level: Early Childhood Education
Elementary Education
Kindergarten
Primary Education
Grade 1
Elementary Secondary Education
Descriptors: Reading Instruction, Literacy Education, Reading Programs, Program Evaluation, Program Effectiveness, Emergent Literacy, Kindergarten, Grade 1, School Districts, Disadvantaged Schools, Socioeconomic Status, Educational Legislation, Elementary Secondary Education, Federal Legislation, Reading Skills, Reading Achievement, Achievement Gains, Phonemic Awareness, Phonics, Language Fluency, Vocabulary Development, Reading Comprehension, Evidence Based Practice
Laws, Policies and Program Identifiers: Every Student Succeeds Act 2015
Abstract: This study examined the impact of the Institute for Multi-Sensory Education's (IMSE) Orton-Gillingham Plus (OG+) program on early literacy outcomes in a Title I school district in Michigan during the 2022-2023 school year. Learning Experience Design (LXD) Research employed a quasi-experimental study design with 397 kindergarten and first-grade students across four elementary schools. Students taught by teachers using IMSE's OG+ program demonstrated significantly greater growth in foundational literacy skills compared to peers in the comparison group, even after controlling for fall baseline scores and demographic characteristics. These gains were consistent across literacy subdomains, with statistically significant improvements in language, writing, and vocabulary among first-grade students. Teacher interviews and surveys revealed that educators consistently viewed IMSE's OG+ as effectively addressing critical literacy gaps through its systematic, developmental progression and high student engagement, with both administrators and teachers noting significant improvements in phonics skills, reading fluency, and overall achievement scores. The program demonstrated flexibility and success across both whole-class and small group settings, with survey respondents and interviewees observing accelerated skill acquisition, reduced numbers of struggling readers, and sustained student engagement through the program's multisensory approach and structured daily routines. These findings demonstrate that IMSE's OG+ enhances early literacy outcomes and equips educators with effective tools for addressing persistent achievement gaps.
Abstractor: As Provided
Entry Date: 2025
Accession Number: ED675424
Database: ERIC
FullText Text:
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  Data: IMSE's Orton-Gillingham Plus (OG+) Efficacy Study: Examining the Impact of IMSE's OG+ Program on K-1 Early Literacy Skills in a Low-SES School District
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  Data: This study examined the impact of the Institute for Multi-Sensory Education's (IMSE) Orton-Gillingham Plus (OG+) program on early literacy outcomes in a Title I school district in Michigan during the 2022-2023 school year. Learning Experience Design (LXD) Research employed a quasi-experimental study design with 397 kindergarten and first-grade students across four elementary schools. Students taught by teachers using IMSE's OG+ program demonstrated significantly greater growth in foundational literacy skills compared to peers in the comparison group, even after controlling for fall baseline scores and demographic characteristics. These gains were consistent across literacy subdomains, with statistically significant improvements in language, writing, and vocabulary among first-grade students. Teacher interviews and surveys revealed that educators consistently viewed IMSE's OG+ as effectively addressing critical literacy gaps through its systematic, developmental progression and high student engagement, with both administrators and teachers noting significant improvements in phonics skills, reading fluency, and overall achievement scores. The program demonstrated flexibility and success across both whole-class and small group settings, with survey respondents and interviewees observing accelerated skill acquisition, reduced numbers of struggling readers, and sustained student engagement through the program's multisensory approach and structured daily routines. These findings demonstrate that IMSE's OG+ enhances early literacy outcomes and equips educators with effective tools for addressing persistent achievement gaps.
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    Languages:
      – Text: English
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      Pagination:
        PageCount: 35
    Subjects:
      – SubjectFull: Reading Instruction
        Type: general
      – SubjectFull: Literacy Education
        Type: general
      – SubjectFull: Reading Programs
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      – SubjectFull: Emergent Literacy
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      – SubjectFull: School Districts
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      – SubjectFull: Disadvantaged Schools
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      – SubjectFull: Educational Legislation
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      – SubjectFull: Reading Skills
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      – SubjectFull: Reading Achievement
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      – SubjectFull: Achievement Gains
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      – SubjectFull: Phonemic Awareness
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      – SubjectFull: Every Student Succeeds Act 2015
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    Titles:
      – TitleFull: IMSE's Orton-Gillingham Plus (OG+) Efficacy Study: Examining the Impact of IMSE's OG+ Program on K-1 Early Literacy Skills in a Low-SES School District
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              Y: 2025
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