5 Powerful Ways to Support Transfer of Learning in Orton-Gillingham Lessons

We all want our students to apply what they learn in OG lessons to the broader world of reading and writing. That magical moment when a strategy you taught shows up in a classroom assignment is what transfer of learning is all about. But it doesn’t happen by accident, it takes careful planning and intentional instruction. So, how do we create those conditions for success? 

Let’s break it down with five key strategies that can make a huge impact:

1. Match Your Lessons to the Student’s Reading Development

The first step is foundational: make sure your lessons meet your student exactly where they are. This means designing instruction based on up-to-date assessment data and continuously adjusting based on what you see during lessons. Being diagnostic and prescriptive isn’t just an OG buzzword; it’s the backbone of effective intervention.

This was a big theme for us in Season 4 of our podcast, where we dove deeper than ever into what it truly means to observe, adapt, and personalize instruction.

2. Use a Thoughtful Gradual Release of Responsibility

“I do, we do, you do” isn’t just a catchy phrase. When applied thoughtfully, this model helps students build confidence and independence. But here’s the key: it’s not linear. Students may need to bounce back to “we do” for extra practice or even return to “I do” for reteaching.

The only way to know? Observation.

Being a keen observer during lessons allows you to shift gears in real time. Maybe they’re ready to fly solo, or maybe they need another scaffold. Either way, your awareness makes all the difference.

3. Build in Repetition with Variety

Repetition is essential, but it doesn’t have to be boring. Repetition is more effective when it’s varied. Use review games, activities that combine decoding and encoding, and multisensory tools to help reinforce key concepts.

Think:

• Matching games to practice syllables or morphemes
• Concentration to target working memory
• Roll-and-read or dice games to reinforce spelling rules
  

These kinds of activities don’t just provide essential practice, they also strengthen the “we do” phase and create opportunities for joyful learning. Bonus: kids often don’t even realize they’re reviewing.

4. Lean Into Multisensory and Multimodal Techniques

This one’s OG 101, but it’s worth repeating. When we intentionally activate the visual, auditory, and kinesthetic/tactile channels at the same time, we help strengthen neural pathways for learning.

Don’t just use multisensory techniques, use them purposefully. Ask: What senses am I engaging? Are students seeing it, saying it, hearing it, writing it, building it? Every extra pathway strengthens learning and boosts recall when they need to apply it elsewhere.

5. Communicate to Encourage Transfer

Transfer of learning doesn’t happen in isolation; it thrives on communication.

• With teachers: Share what your students are mastering so classroom teachers can reinforce it. If your student is crushing suffixing rules, let the teacher know so they can look for it in writing assignments.
• With families: Keep parents in the loop so they can cheer on progress and maybe even support strategies at home.
• With students: Yes, talk to the student directly about what they’re learning and why. Help them understand how a strategy they used in OG can show up in their classroom work.

Simple tools like sticky note strategies or portable cue cards (for editing, reversals, spelling choices, etc.) can be game changers for transfer. When students start applying what they’ve learned without prompting, that’s when you know it’s working.

The Power of Metacognition

When students begin to understand how they’re learning and why certain strategies help, they become more invested in the process. This metacognitive awareness is huge, especially for students with dyslexia. It gives them ownership and builds confidence in using tools beyond your time together.

So, the next time you’re wrapping up a lesson, ask: What strategy helped you today? How can you use that in class tomorrow? Let them take that learning with them. That’s the goal of it all.

For the full discussion, check out our latest episode of the Together in Literacy podcast. If you like what you hear, don’t forget to rate, leave a positive review, and subscribe!

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