The problem with Orton-Gillingham and similar for-profit products (Lindamood, Wilson Language Training, Barton System, etc.) is that they try to reduce teaching to an algorithm. An algorithm is a formula for solving problems in which you follow a step-by-step set of procedures (with fidelity) to achieve a specific outcome. In other words, by correctly following a prescribed set of steps in the specified order, you will be led to a predefined solution. Algorithms are useful in mathematics and computer science for calculation, data processing, and automatic reasoning. For teaching of any kind? Not so much.

However, Orton-Gillingham would have you believe that if the teaching algorithm is followed explicitly, the teacher can be assured that students will learn to read. And if the algorithm does not work, you run them through the algorithm again … and again … and again. What these algorithmic programs offer is a false sense of certainty. Despite all the certainty thrown about, research to support the long-term effectiveness of these “direct, explicit, multi-sensory, structured, sequential, diagnostic, and prescriptive” instruction, it is simply not evident (Compton, et. al., 2014).