Routines are an important part of Orton-Gillingham instruction for a number of reasons. Time is a precious commodity when working with students with dyslexia. Routines make lessons more efficient. Students know what to expect when there are well-established routines. This reduces stress and anxiety, but also requires less language when transitioning from one activity to another.
Because dyslexia is a language-based disability, we want to be thoughtful about our use of language to avoid overwhelming students. Our language should be precise and clear. Well-established routines facilitate this. Routines also allow students to have a sense of ownership of their learning and be more able to take on independence.