Structure Word Inquiry

Learners with dyslexia and/or ADHD are considered by many leading psychologists, researchers and educators to think differently and are often referred to as neurodivergent. Both dyslexia and ADHD are neurological in nature and can be traced to one’s genetic makeup, meaning if you have a parent with dyslexia or ADHD then there is a higher chance that you will also have it. Although dyslexia is a language-based neurological disorder , ADHD is not, but it can often interfere with the learning of reading, spelling and writing. Additionally, dyslexia can occur alongside an ADHD diagnosis and both can present with delayed or underdeveloped executive functions, which can result in things like poor organization and prioritization skills, and the inability to regulate emotions. 

Orton-Gillingham Approach

Structured Word Inquiry (SWI) is a scientific and investigative approach to understanding how English spelling works. Rather than relying solely on memorization or phonics drills, SWI teaches students to explore the structure of words by examining their meaning (morphology), origin (etymology), and sound-symbol relationships (phonology). Through guided inquiry and hands-on analysis, students learn that English spelling is logical and meaningful—not chaotic. This approach empowers all learners, including those with reading and spelling challenges, to develop deep literacy skills by fostering curiosity, critical thinking, and a lasting understanding of how words work.

Dyslexia and ADHD

The OG Approach is a prescriptive way to teach literacy when reading, writing, and spelling is not easily learned. Students with dyslexia and/or ADHD benefit from a direct, explicit, multisensory approach that is structured, sequential, diagnostic, and prescriptive in teaching literacy. It is based on time-tested knowledge and practice of over 80 years, as well as scientific evidence on how individuals learn to read and write.

Lessons are always focused upon the learning needs of each student. Instruction and the introduction of new material is paced and always at the level of the individual student. Students with a delay in reading, spelling and/or writing need more help in working with the raw materials of language and it must be taught to them directly and systematically.

Learning Resources

  • Structured Word Inquiry - Word Works Kingston