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K a r e n G o r d o n B.A., B.Ed., OCT, CTESL, Orton-Gillingham trained

Unlike a tutor, who helps primarily with particular school subjects to reteach skills already taught in class, Karen uses the Orton-Gillingham approach to provide targeted interventions, allowing students to break the reading code and access 

the curriculum with greater independence. 

Everyone is different. Some individuals will require months of instruction or longer. Although dyslexia does not disappear, Orton-Gillingham instruction can provide struggling learners with strategies to improve literacy skills, boost self-esteem and find greater success in school.

Read more about Karen and find out why she has the necessary professional and personal skill set to help you and your child succeed.



Karen Gordon has a Bachelor of Arts (B.A.) from Queen's University in English Literature and Dramatic Arts, a Certificate in the Teaching of English as a Second Language (C.T.E.S.L.) from Carleton University, and a Bachelor of Education (B.Ed.) from The University of Ottawa.

She is a member in good standing with the Ontario College of Teachers (OCT) and is qualified to teach in the primary, junior, intermediate and senior divisions. In addition, she is qualified in special education.

Karen has been trained by Liisa Freure, a Fellow of the Academy of Orton-Gillingham Educators and Practioners (AOGPE). Karen has completed her training and coursework at the Associate level as well as received advanced training at the Certified level in grammar and writing. Karen has experience working with elementary and secondary students, and witnessed how the Orton-Gillingham approach effectively helps individuals of varying needs become more proficient in reading, writing and spelling.

Karen has also completed workshop training Introduction to Structured Word Inquiry (SWI). "Current research has converged on the finding that literacy instruction should address morphology from the beginning of instruction and that this is especially important for less able students" Bowers, Kirby & Deacon, 2010. The end goal of this strategy is to get students learning on their own and understanding that the English language and its spelling patterns really do make sense. SWI has been effective in addressing issues of poor spelling, limited vocabulary and weak comprehension -- areas which may be deficient in a learner whose primary focus has been decoding.


Experience :

For the Durham District School Board secondary panel, Karen taught students of varying abilities, in grades nine to twelve, English, Media Studies and Dramatic Arts. Karen has international experience, teaching adults English as a Foreign Language (EFL) in Nagoya, Japan, as well as instructing adults in English as a Second Language (ESL) for the Queen's University School of English, Kingston, ON. 

Karen has volunteered for several years, with the York Region District School Board, in the elementary panel, with students requiring remedial reading support. She has participated as a scorer for the EQAO Ontario Secondary School Literacy Test (OSSLT). Additionally, she has experience free-lance editing, copywriting and blogging. Karen is a Subscribing Member of the Academy of Orton Gillingham Educators and Practioners (AOGPE).

Personal Experience:

Karen's greatest experience and education have come from being the mom of two children. She began her journey with Orton-Gillingham after her child received an identification of dyslexia.

As a parent, Karen understands the challenges students with learning differences face both inside classroom and beyond. She believes in the Orton-Gillingham approach and knows not only does it benefit her child, but will help others realize their potential as well.

Technological Experience:

Karen has investigated the various ways that technology can be used to support dyslexic learners within the classroom. Specifically, she is focused on the use of iPads as modern learning tools.

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