ABSTRACT
The Orton–Gillingham, Lindamood–Bell LiPS, and RAVE-O programs utilize explicit, code-based instruction to address the reading and spelling issues consequent to dyslexia’s core phonological processing deficit; the design of these effective treatments has been informed by the insight that the conventions of written language and the phonemic awareness that is foundational to written-language achievements can be taught directly. The programs share key features; their intensive, highly structured curricula feature a spiraling design and a controlled instructional sequence that will maximize learner success. Orton–Gillingham, an evidence-based, individualized therapy, has been a model for other programs in its systematic, code-focused, multisensory approach incorporating listening, speaking, reading, and writing practice. Utilizing a discovery methodology, the LiPS program emphasizes phonemic awareness development through sensory learning. Grounded in research, RAVE-O incorporates an affective–motivational component in small-group treatment, focusing on the development of orthographic and lexical knowledge, and the establishment of connections across spoken- and written-language systems in order to build reading and comprehension fluency. Orton–Gillingham’s flexible programming and persistent code emphasis benefit the learner who struggles with specific, unexpected reading challenge; LiPS supports students who need intensive phonemic awareness training; RAVE-O represents an apt choice for dyslexic learners who read accurately but dysfluently.
