Comprehensive Comparison of Orton-Gillingham and Success for All

 Comprehensive Comparison of Orton-Gillingham and Success for All

Component	Orton-Gillingham (OG)	Success for All (SFA)
Core Philosophy	Structured, sequential approach to reading focused on individuals with reading difficulties/dyslexia	Comprehensive whole-school reform model with prevention of reading failure as a key goal
Lesson Structure	50-lesson progression (typical implementation)	48-lesson progression in reading curriculum
Instructional Sequence	Highly systematic, starting with basic phonemes and progressing to complex literacy concepts	Thematic, integrating phonics with comprehension strategies; coordinated across grade levels
Multisensory Components	Heavy emphasis on visual, auditory, kinesthetic, and tactile learning (VAKT)	Incorporates multisensory elements but less explicitly than OG
Decodable Texts	Carefully controlled texts that follow specific phonics progression	Themed decodables that align with lesson sequence; often more narrative-focused
Phonemic Awareness	Explicit, sequential instruction in phonological awareness	Embedded in "FastTrack Phonics" component with systematic introduction
Phonics Instruction	Explicit instruction in letter-sound relationships following a prescribed sequence	Explicit phonics instruction embedded in broader literacy framework
Yes/No Games	Diagnostic questioning and student response to gauge understanding	Interactive partner activities and cooperative learning structures
Cooperative Learning	Not emphasized in traditional OG; primarily individual or small group instruction	Kagan cooperative learning structures are fundamental to the SFA approach
Read Alouds	Used selectively to model fluent reading	Central component; teacher models comprehension strategies through interactive read alouds
Charting/Progress Monitoring	Detailed student progress tracking on mastery of skills	Data walls, cycle assessments, and charting of both individual and class progress
Songs/Mnemonics	Uses mnemonics and sometimes rhythmic devices to aid memory	Incorporates songs, chants, and rhymes as regular instructional tools
Assessment Approach	Diagnostic, prescriptive, and individualized	Continuous assessment cycle with regrouping based on skill level
Grouping Strategy	Typically small group or one-on-one	Cross-grade ability grouping with 8-week assessment cycles
Comprehension Focus	Secondary focus after decoding is established	Equal emphasis with phonics from the beginning
Vocabulary Instruction	Structured and sequential	Thematic and contextualized within reading materials
Writing Integration	Systematic connection between reading and writing	Integrated writing with specific structures for response
Fluency Development	Developed through mastery of decoding	Partner reading and repeated readings emphasized
Morphology Focus	Strong emphasis on morphology (prefixes, suffixes, roots)	Less explicit focus on morphological awareness
Syntax/Grammar	Explicit instruction in sentence structure	Embedded in writing and editing processes

SFA FastTrack Phonics Key Components and Implementation

Core Instructional Tools

1. Picture Cards

• Purpose: Visual representation of target sounds
• Implementation: Display during introduction of new sounds
• Usage: Reference for sound-symbol relationships
• Example Activity: Quick-drill identification of sounds using rapid display of cards

2. Letter Cards

• Purpose: Manipulative for building words and demonstrating sound blending
• Implementation: Individual sets for students and teacher demonstration set
• Usage: Word building, sound manipulation, encoding practice
• Example Activity: "Make-It, Say-It" where students build words with letter cards, then blend to read

3. Alphafriends/Letter Characters

• Purpose: Mnemonic devices for letter-sound associations
• Implementation: Each letter has a character whose name begins with target sound
• Usage: Visual and auditory memory aid
• Example Activity: "Meet the Alphafriend" introduction with character story and sound

4. Sound-It-Out Cards

• Purpose: Support for blending sounds into words
• Implementation: Words broken into decodable parts
• Usage: Scaffolded reading of new words
• Example Activity: Progressive uncovering of word parts for sequential blending

5. Word Wall

• Purpose: Visual display of high-frequency and pattern words
• Implementation: Organized by patterns or alphabetically
• Usage: Reference during reading and writing
• Example Activity: "Read, Write, Build" using word wall words

Instructional Routines

1. Shared Reading Routines

• Book Orientation: Introduction to text features
• Picture Walk: Preview of story through illustrations
• Shared Reading: Teacher-led reading with student participation
• Re-reading: Multiple exposures to text with increasing student responsibility

2. Phonological Awareness Routines

• Rhyming Activities: Identification and production of rhymes
• Sound Isolation: Identifying beginning, middle, and ending sounds
• Blending Routines: Combining sounds to make words
• Segmentation Routines: Breaking words into component sounds
• Sound Manipulation: Adding, deleting, substituting sounds

3. Phonics Application Routines

• Word Building: Using letter cards to construct words with target patterns
• Word Ladders: Changing one letter at a time to create new words
• Sound Boxes: Writing letters in boxes representing each sound
• Dictation: Writing words and sentences with target patterns

4. Fluency Building Routines

• Repeated Reading: Multiple readings of decodable texts
• Partner Reading: Collaborative reading with peers
• Timed Reading: Brief timed readings to build automaticity
• Choral Reading: Group reading of texts

Assessment Components

1. Diagnostic Assessments

• Letter-Sound Knowledge: Assessment of alphabetic knowledge
• Phonological Awareness: Evaluation of sound manipulation skills
• Word Reading Inventory: Assessment of decoding skills
• Implementation: Beginning of program and for new students

2. Progress Monitoring

• Cycle Assessments: Every 8 weeks
• Running Records: Individual reading samples
• Word Reading Fluency: Timed reading of word lists
• Implementation: Regular intervals throughout program

3. Mastery Checks

• Sound Recognition: Quick assessment of taught sounds
• Word Reading: Checklist of pattern words
• Sentence Reading: Controlled text with target patterns
• Implementation: Following each skill introduction

Cooperative Learning Structures

1. Think-Pair-Share

• Purpose: Collaborative discussion of phonics concepts
• Implementation: Students discuss with partner before sharing with group
• Usage: Reinforcement of concepts

2. Numbered Heads Together

• Purpose: Group accountability for phonics knowledge
• Implementation: Small groups work together to solve phonics challenges
• Usage: Review and application of skills

3. Rally Robin

• Purpose: Rapid practice of phonics skills
• Implementation: Partners take turns providing examples of target pattern
• Usage: Reinforcement and fluency building

4. Pairs Check

• Purpose: Peer verification of understanding
• Implementation: Partners check each other's work on phonics tasks
• Usage: Application and self-correction

Engagement Tools

1. Songs and Chants

• Letter Songs: One for each letter-sound correspondence
• Pattern Songs: Reinforce common phonics patterns
• Movement Chants: Incorporate physical movement with sounds
• Implementation: Daily reinforcement of taught patterns

2. Games

• Yes/No Games: Quick identification of target patterns
• Sound Sorting: Categorizing words by sounds
• Word Building Games: Competitive or cooperative word construction
• Implementation: During practice and review phases

3. Technology Integration

• Interactive Whiteboard Activities: Group participation in phonics activities
• Digital Letter Manipulation: Virtual word building
• Audio Recording: Self-monitoring of blending and reading
• Implementation: Supplement to hands-on activities

4. Hands-on Materials

• Magnetic Letters: Manipulatives for word building
• Letter Stamps: Creating words in print
• Sand/Shaving Cream Writing: Tactile letter formation
• Implementation: Center activities and small group instruction

Kagan Cooperative Learning Structures in SFA Literacy Instruction

Key Kagan Structures Used in SFA Phonics Activities

1. Think-Pair-Share

Implementation in SFA Phonics:

• Letter-Sound Associations: Teacher shows a letter, students think individually about its sound, share with partner, then selected pairs share with class
• Blending Practice: Students think about how to blend displayed word, practice with partner, then share with group
• Application Example: After introducing the digraph 'sh', students think of words containing 'sh', share with partner, then compile class list
• Benefits: Provides processing time before speaking, reduces anxiety, increases participation

2. Rally Robin/Rally Coach

Implementation in SFA Phonics:

• Sound Recognition: Partners take turns identifying sounds in sequence of words
• Word Generation: Partners alternate generating words with target phonics pattern
• Decoding Practice: One partner reads decodable text while other coaches, then switch roles
• Application Example: With pattern "-at", partners take turns: "cat," "bat," "rat," continuing until time is called
• Benefits: Builds fluency through repetition, provides immediate peer feedback

3. Numbered Heads Together

Implementation in SFA Phonics:

• Word Sorting: Teams categorize words by phonics patterns, ensure all members can explain
• Rule Application: Groups determine phonics rule that applies to set of words
• Problem Solving: Teams decode challenging words together before individual accountability
• Application Example: Teams analyze why 'city' has soft 'c' but 'cat' has hard 'c'; any member might be called to explain
• Benefits: Promotes discussion of phonics concepts, ensures individual mastery through group support

4. Sage and Scribe

Implementation in SFA Phonics:

• Dictation Activities: One partner dictates words with target sounds while other writes
• Letter Formation: Sage directs scribe in proper letter formation technique
• Word Building: Sage directs placement of letter cards to form words; scribe implements
• Application Example: When learning 'bl' blend, sage dictates "blue, black, blast" while scribe writes, then partners discuss accuracy
• Benefits: Provides verbalization of process, reinforces metacognitive awareness

5. RoundRobin/RoundTable

Implementation in SFA Phonics:

• Word Chains: Each student adds word following phonics pattern, building on previous student
• Sentence Building: Each team member contributes word with target sound to build sentence
• Sound Identification: Students take turns identifying position of target sound in words
• Application Example: With focus on long 'a', team creates sentence with each word containing pattern: "Jake made cake at Amy's lake house today"
• Benefits: Ensures participation from all, builds on others' contributions

6. Timed Pair Share

Implementation in SFA Phonics:

• Reading Reflection: Partners share reading strategies for challenging words
• Sound Application: Students explain to partner how they remember specific sound-symbol relationships
• Word Analysis: Students explain how they decode multisyllabic words
• Application Example: Partners get 30 seconds each to explain how they remembered that 'ph' makes /f/ sound
• Benefits: Develops articulation of phonics knowledge, builds metacognitive awareness

7. Quiz-Quiz-Trade

Implementation in SFA Phonics:

• Sound-Symbol Cards: Students quiz partner on letter sounds, then trade cards
• Word Cards: Students practice reading decodable words, check partner, then trade
• Rule Application: Students quiz on phonics rules with example cards
• Application Example: Cards show words with silent letters; students identify silent letter, explain rule, then trade cards
• Benefits: Creates dynamic practice environment, multiple exposures to concepts

8. Inside-Outside Circle

Implementation in SFA Phonics:

• Sound Practice: Inner circle shows phonics card, outer circle responds with sound
• Word Reading: Inner circle shows decodable word, outer circle reads
• Pattern Recognition: Inner circle gives word, outer circle identifies target pattern
• Application Example: Inner circle shows word with vowel team, outer circle identifies vowel sound and explains pattern
• Benefits: Provides structured practice with multiple partners

Yes/No Games Enhanced Through Kagan Structures

Standard SFA Yes/No Game Implementation

The Yes/No Game in SFA typically involves showing students words or pictures and having them determine if they match the target phonics pattern. Kagan structures transform this simple concept into powerful cooperative learning:

1. Rally Robin Yes/No

• Process: Partners take turns responding yes/no and explaining why
• Structure: Student A sees word "ship" and target sound /sh/, says "Yes, 'ship' has the /sh/ sound at the beginning" then Student B takes turn with next word
• Enhancement: Adds verbalization and accountability to traditional yes/no response

2. Simultaneous Rally Coach

• Process: Both partners see word, one decides yes/no, other coaches or affirms
• Structure: With word "chair" and target ch/sh distinction, Student A says "Yes, chair has /ch/" while Student B validates or corrects
• Enhancement: Adds immediate feedback and discussion element

3. Showdown Yes/No

• Process: Teams each have set of yes/no cards, leader reveals word, all decide privately, then show answers simultaneously
• Structure: Leader shows "phone" for target ph=/f/, all decide privately, then reveal yes/no cards simultaneously
• Enhancement: Individual accountability before group consensus

4. Mix-Pair-Share Yes/No

• Process: Students mix around room, pair up when signaled, complete yes/no task together
• Structure: Each student has word card, finds partner, they decide together if their words match target pattern
• Enhancement: Physical movement plus cooperative decision-making

Kagan Structures in Other SFA Literacy Components

1. Read Alouds with Kagan Integration

• Turn and Talk: Teacher pauses during read aloud for prediction, comprehension check
• Three-Step Interview: Students interview partners about story elements, then share
• Consensus Building: Teams determine main idea or author's purpose through structured discussion
• Application Example: During "The Very Hungry Caterpillar," students RallyRobin foods mentioned in sequence

2. Decodable Text Reading with Kagan Structures

• Partner Reading: Structured partner reading with designated coach and reader roles
• Word Hunt: Partners search text for examples of target phonics pattern
• Retelling Roundtable: Each team member writes/draws one part of story sequence
• Application Example: In "Timed Pair Retell," partners get 30 seconds each to retell decodable story

3. Charting Progress Using Kagan

• Team Celebration Structure: Teams track collective progress on phonics patterns
• Pairs Compare: Partners compare performance data and set goals together
• Numbered Heads Progress Check: Teams ensure all members understand improvement data
• Application Example: "Simultaneous Roundtable" where teams record all words they've mastered with target pattern

4. Songs and Rhythmic Activities with Kagan

• Team Choral Response: Teams perform phonics chants with assigned parts
• Sequential Pair Share: Partners take turns adding movements to phonics songs
• Fan-N-Pick: Cards with song lyrics used for phonics pattern identification
• Application Example: "Inside-Outside Circle" where partners create hand motions for different sounds in song

Benefits of Kagan Structures for Different Learner Populations

English Language Learners

• Multiple opportunities to hear language models from peers
• Low-risk environment for verbal practice
• Visual and kinesthetic supports embedded in structures
• Example: "Rally Robin" provides auditory models while "Sage and Scribe" adds visual component

Struggling Readers

• Immediate peer feedback without teacher stigmatization
• Additional processing time through partner discussion
• Multiple exposures to concepts
• Example: "RallyCoach" provides scaffold of peer support during challenging decoding tasks

Advanced Students

• Opportunity to consolidate knowledge through teaching
• Extension through peer discussions
• Leadership development in team structures
• Example: "Numbered Heads Together" allows knowledge sharing while maintaining challenge

Students with Attention Challenges

• Clear role expectations minimize off-task behavior
• Built-in movement and partner changes maintain engagement
• Shorter work intervals with structured transitions
• Example: "Mix-Pair-Share" provides movement breaks while maintaining learning focus

Implementation Considerations for SFA/Kagan Integration

1. Physical Classroom Setup

• Furniture arranged for quick partner and team formation
• Visual cues for group assignments and roles
• Materials organized for efficient distribution
• Time management tools visible (timers, signals)

2. Scaffolding Kagan Structure Use

• Begin with simpler structures (Pair-Share) before complex ones
• Explicitly teach and practice each structure before applying to content
• Use consistent signals and transitions
• Gradually release responsibility to student leaders

3. Assessment Within Cooperative Structures

• Individual accountability components built into each activity
• Observation protocols during partner work
• Role rotation to ensure skill development for all
• Balance between group processes and individual demonstration of skills

4. Differentiation Within Kagan Structures

• Strategic pairing/grouping based on skill levels
• Tiered materials within same structure
• Role assignments based on strengths/needs
• Modified expectations within common structure

Progression Comparison: Orton-Gillingham vs. SFA

Orton-Gillingham 50-Lesson Progression (Traditional Sequence)

1. Short vowel a and consonants m, t, s, p
2. Short vowel i and consonants n, c, b, f
3. Short vowel o and consonants h, d, r, g
4. Short vowel u and consonants l, j, w, k
5. Short vowel e and consonants v, z, y, qu
6. Consonant digraphs sh, ch, th, wh
7. Initial and final blends with s (st, sp, sk, etc.)
8. R-controlled vowels (ar, er, ir, or, ur)
9. Other consonant blends (bl, cl, fl, etc.)
10. Long vowel a (a_e pattern)
11. Long vowel i (i_e pattern)
12. Long vowel o (o_e pattern)
13. Long vowel u (u_e pattern)
14. Long vowel e (e_e pattern)
15. Other long vowel spellings (ai, ay)
16. Other long vowel spellings (ee, ea)
17. Other long vowel spellings (oa, ow)
18. Other long vowel spellings (ue, ew)
19. Other long vowel spellings (ie, igh)
20. Vowel diphthongs (oi, oy)
21. Vowel diphthongs (ou, ow)
22. Vowel diphthongs (au, aw)
23. Soft c and g rules
24. Silent letters (kn, wr, gn, etc.)
25. Compound words
26. Contractions
27. -ed endings (3 sounds)
28. -ing endings
29. Plurals (-s, -es)
30. Consonant -le syllables
31. Open syllables
32. Closed syllables
33. Prefixes (re-, un-, dis-)
34. Prefixes (pre-, mis-, non-)
35. Suffixes (-ful, -less, -ness)
36. Suffixes (-ly, -y, -ily)
37. Advanced suffixes (-tion, -sion)
38. Advanced suffixes (-ture, -ous)
39. Greek roots
40. Latin roots
41. Multisyllabic words
42. Schwa sound
43. Irregular sight words
44. Homophones
45. Advanced vowel teams
46. Advanced consonant patterns
47. Etymology connections
48. Syllable division patterns
49. Accent and syllable stress
50. Morphological families

Success for All 48-Lesson Progression (Typical Sequence)

1. Letter introduction (m, a, s, t)
2. Short vowel a and initial consonants
3. Letter introduction (i, f, d, r)
4. Short vowel i and review
5. Letter introduction (o, g, h, l)
6. Short vowel o and review
7. Letter introduction (u, b, n, x)
8. Short vowel u and review
9. Letter introduction (e, v, w, j)
10. Short vowel e and review
11. Letter introduction (k, q, y, z)
12. Initial consonant blends (st, sp, sc)
13. Initial consonant blends (sm, sn, sw)
14. Initial consonant blends (bl, cl, fl)
15. Initial consonant blends (gl, pl, sl)
16. Initial consonant blends (br, cr, dr)
17. Initial consonant blends (fr, gr, pr, tr)
18. Final consonant blends (-st, -sk, -sp)
19. Final consonant blends (-nd, -nt, -nk)
20. Final consonant blends (-ld, -lk, -lt, -lp)
21. Final consonant blends (-ft, -mp, -pt)
22. Consonant digraphs (sh, ch)
23. Consonant digraphs (th, wh)
24. Long a (a_e pattern)
25. Long i (i_e pattern)
26. Long o (o_e pattern)
27. Long u (u_e pattern)
28. Long vowel teams (ai, ay)
29. Long vowel teams (ee, ea)
30. Long vowel teams (oa, ow)
31. R-controlled vowels (ar, or)
32. R-controlled vowels (er, ir, ur)
33. Vowel diphthongs (oi, oy)
34. Vowel diphthongs (ou, ow)
35. Vowel diphthongs (au, aw)
36. Compound words
37. Contractions
38. Plurals (-s, -es)
39. Inflectional endings (-ed, -ing)
40. Prefixes (re-, un-)
41. Suffixes (-ly, -ful)
42. Soft c and g rules
43. Silent letters
44. Syllable patterns
45. Multisyllabic word strategies
46. Sight words and irregular patterns
47. Homophones and homographs
48. Review and extension