"Phyllis Hutson, my mentor and colleague, has developed an exceptional text filled with powerful information. Educators and tutors have longed for a book that follows the structured, sequential and multisensory approach that Orton-Gillingham instruction provides. This practical, well-organized book is a must-have for anyone in the field of education! Thank you, Phyllis, for sharing your expertise with the world!"

Janet George, MS, MEd, Fellow/AOGPE, Head of School
The Hutson School, Indianapolis

"I have used Mrs. Hutson’s approach with students in elementary and secondary settings, with individuals, small groups, and in classrooms. I can verify that it worked in all cases, evidencing positive student learning! A vital aspect of Mrs. Hutson’s approach is diagramming, a multisensory element that encourages students to become engaged with grammar as a critical piece of their language journey. The bonus is that students truly have fun with the challenge of diagramming! They actually see the connections the words make to each other as they make pictures of the relationships through the process of analyzing and diagramming. I have been amazed with how the process of students’ analyzing sentences generalizes to their ability to comprehend larger passages."

Karolyn Edwards, MA, Fellow/AOGPE, public school teacher

"My close association with you allows me to testify to its effectiveness. I can share my experience first hand as an adult with dyslexia. I did not understand what a verb was, much less its role in a sentence. Your instruction set aside all of the complicated words and gave a concrete process to approach the overwhelming task. I have also had the pleasure of teaching grammar to a number of adolescents within their Orton-Gillingham lesson. One student was in a private college preparatory high school. Because of the sequence, consistency and multisensory nature of your approach, she benefited where previously attempted instruction had failed.

I have had the experience of teaching grammar to Orton-Gillingham tutors. It is always a pleasure to see the response teachers have when they learn this perspective. It makes sense to them. It gives actual tools, using simultaneous visual, auditory and tactile/kinesthetic pathways to support the learning. Teachers finally have a grammar instruction tool that makes sense for their student. They can see how to build the structure of the language from simple to complex, known to unknown and concrete to abstract.

Phyllis it is a great tribute to you that this work is finally available to the public. I know it will be well worth anyone’s effort to use this tool in individualized tutoring, group instruction or in teacher training. Thank you."

Martha Robinson, MA, Fellow/AOGPE
Center Director, 32° Masonic Learning Center for Children