Teacher Training

Greengate offers two high-quality training classes in structured, Orton-Gillingham multi-sensory language methods and Strategies and Practice for Classroom Educators and Associate Level Training Course. Both courses provide an excellent foundation of core concepts for anyone who teaches reading and written language skills at any grade level, but especially for those teaching students who struggle with dyslexia or reading and written language disorders. Our training programs are approved by the International Dyslexia Association and the Academy of Orton-Gillingham Practitioners and Educators.

Strategies and Practice for Classroom Educators

This 30-hour, one week course prepares general education classroom teachers in elementary grades for implementing structured, multi-sensory teaching principles and strategies in small group intervention and whole group reading instruction. It provides essential background knowledge that teachers need to support effective use of dyslexia-specific programs and meet the needs of their struggling readers. June 25-29, 2018

Course Topics include:

  • The nature of dyslexia and reading problems
  • Normal Language Development
  • Principles of multi-sensory instruction
  • Alphabetic Principle 
  • Phonology and phonological awareness
  • Spelling instruction
  • Fluency  
  • Syllable types and division patterns 
  • Introduction to lesson planning for whole and small groups
  • Handwriting 
  • Adaptation of strategies for the classroom
  • Informal Assessment
  • Information about the practicum mentoring program


Bachelor’s Degree in education


general classroom teachers, special education teachers, reading coaches and specialists, interested administrators.

Associate Level Training Course

The Associate Level training is a more intensive, 60 to 70 hour two-week course.  It is designed for teachers and professionals who intend to work with students in small group remediation or in one-on-one tutorials. It is also appropriate for general education teachers who would like more complete understanding of the structure of language and multisensory instruction techniques for whole class teaching.  May 29 - June 8, 2018

 Course Topics include:

  • All Classroom Educator topics 
  • Additional practice in lesson planning and delivery 
  • Structure and History of the English Language
  • An introduction to Advanced Decoding and Morphology 
  • Formal Assessment
  • Neurological basis of dyslexia
  • Dyslexia, ADHD, and related challenges
  • Information about the practicum mentoring program  



Bachelor’s Degree 


dyslexia tutors, all interested educators, speech language therapists, and professionals. 

Letter of Completion:

Upon successful completion of either course, attendees will receive a letter of completion with the number of course hours and stating that they have satisfied the specific Classroom Educator or Associate level course requirements as defined by the Orton-Gillingham Academy. 

For registration information and fees, or to reserve training dates, contact

Greengate School



Class Requirements: Both the Classroom Educator and Associate Level courses include daily homework assignments, quizzes, and written responses to selected readings which are part of course requirements.
Participants wishing to tutor students one-on-one should register for the full two-week Associate Level class. A practicum for participants of both classes is available after completing the coursework, for an additional cost, and is strongly recommended.


Janet Jones
Janet Jones is a fellow of the Academy of Orton-Gillingham Practitioners and Educators and travels extensively training teachers in the Orton-Gillingham approach. She has a B.S. in Speech and Language Pathology from Northwestern University and an M.A. in Learning Disabilities from the University of Wisconsin-Madison. Janet has 34 years of experience working as a multi-sensory language instructor teaching children, with varying needs, at all levels of the language continuum. After working as a public school learning disabilities resource teacher, she spent 22 years at The Jemicy School in Maryland, one of the first schools for dyslexic students in the country. During that time, she worked as an Orton-Gillingham therapist, tutorial department head, and Orton-Gillingham teacher trainer. She is the co-creator of Moose Materials, a collection of activities and games to support Orton-Gillingham instruction. She has been a speaker at numerous local, regional, and international dyslexia conferences. 


Marcia Ramsey
Marcia Ramsey has an M.A. in English and French Literature from the University of Iowa and is a Fellow with the Academy of Orton-Gillingham Practitioners and Educators. In 2002 she co-founded Greengate School to better serve dyslexic students in Huntsville and North Alabama.  She has over 30 years of experience in education and for the last 15 years has tutored dyslexic students and adults at all levels.

Marcia has presented many workshops about dyslexia and related learning disabilities for area educators and civic groups. In 2012 she was awarded the   Leadership in Literacy award at the Southeast Regional IDA Conference in Atlanta.

Testimonials from Training Participants

  • “Janet Jones and Marcia Ramsey are superior instructors…They provide as much material and practical training as possible…while also modeling the patient, personally responsive and encouraging instruction that characterizes O-G philosophy and practice. This course was well worth the investment in every way. I highly recommend it!”-Tamara, Madison, AL
  • “After attending the two-week Associate level Orton-Gillingham training, I am feeling very powerful! This multi-sensory approach can be applied to any program that a school district has adopted. I have been a public school teacher for 20 years and this course taught me so much new knowledge. I highly recommend this cognitive approach to learning.” -Tami, Literacy Coach, Hoover, AL
  • “One of the best courses I have ever taken. The hands-on practice of the principles and techniques of O.G. were very helpful.”-Pamalee, Guntersville, AL
  • “I am so grateful to have taken this approach to teaching reading and language…I strongly feel that this approach should be part of every public and private school curriculum. I highly recommend this to every teacher. This will benefit every student, not just students with dyslexia.”-Sharon, 3rd grade teacher, Madison City Schools
  • “There is no better method I have seen to help ‘at-risk’ students, not just dyslexic students. Even good readers will benefit from this approach.”–Susan, retired teacher, Madison City Schools
  • “I wish this had been a part of my teacher education classes”. –Marie