Science of Reading vs. Orton-Gillingham: What’s the Difference and Why It Matters

Reading might seem like magic, especially when we watch a child get lost in a story or decode a tricky word for the first time. But behind the magic is something far more concrete: a science, and in some cases, a very specific method for teaching children who find reading especially hard.

Two terms that often come up in conversations around literacy—especially dyslexia—are the Science of Reading and the Orton-Gillingham Approach. Though they’re closely related, they’re not the same. Let’s break it down.

The Science of Reading: What All Good Reading Instruction Should Be Built On

The Science of Reading isn’t a program or curriculum—it’s a body of research. Decades of studies across psychology, education, linguistics, and neuroscience have helped us understand how the brain learns to read and what works best when teaching it.

Some of the big takeaways from this research include:

• Phonological Awareness Children need to hear, recognise, and play with the sounds in spoken language (like rhyming and segmenting sounds) before they can read confidently.

• Phonics This means teaching the relationship between letters and sounds. It’s how children learn to decode words like cat and ship.

• Vocabulary and Comprehension Reading isn’t just sounding out words—it’s understanding them. Children need strong vocabulary and strategies to make sense of what they read.

• Evidence-Based Practice Above all, the Science of Reading says this: use what works. Choose methods that are backed by solid research—not just what’s popular or trendy.

  
  

The Orton-Gillingham Approach: A Pathway for Children with Dyslexia and Struggling Readers

Whilst the Science of Reading gives us the why, the Orton-Gillingham (OG) Approach gives us a very specific how—especially for children with dyslexia.

Originally designed in the 1930s by Dr. Samuel Orton and educator Anna Gillingham, this method has stood the test of time. It’s not a one-size-fits-all solution; it’s a highly structured, flexible way of teaching reading, rooted in the same principles identified by the Science of Reading.

Here’s what makes OG unique:

• Multi-Sensory Learning Children learn by seeing, hearing, saying, and touching. This hands-on approach makes learning “stick”—especially for those who learn differently.

• Step-by-Step Structure OG breaks reading down into small, logical steps. Children don’t move on until they’ve truly mastered each one.

• Individualised Support No two children with dyslexia are the same. OG tailors lessons to meet the learner where they are and adapts as they progress.

So, What’s the Difference?

Think of it like this:

The Science of Reading is the blueprint. Orton-Gillingham is the custom tool for when that blueprint needs personalisation—especially for learners who need more than general instruction, specifically children with dyslexia and struggling readers.

Why It Matters

Understanding the difference between these two can help you better support your child—whether at home or in the classroom.

• If you're a parent of a child with dyslexia, knowing about OG gives you confidence that their learning is being supported in a structured and effective way.

• If you're an educator, understanding both the science and the method helps you choose strategies that are grounded in research and tailored to individual needs.

Both approaches aim for the same goal: to give every child the tools they need to become a confident, capable reader.

The Bottom Line

The Science of Reading gives us the what and why. Orton-Gillingham offers a detailed how, especially for children who struggle most. When used together, they form a powerful combination that can unlock the world of reading for every learner.

Whether you’re a parent, teacher, or tutor, understanding these two concepts empowers you to make informed, effective choices—and to be an advocate for children who need it most.