The Orton-Gillingham approach originates from a neuropsychiatrist and pathologist, Samuel Orton, and an educator and psychologist, Anna Gillingham. The two worked together in the early 1900's to create an effective way to teach dyslexic children how to read. The Orton-Gillingham method is intensive, sequential and phonicsOur Methods based, also using  multi-sensory applications, to help reinforce letters and sounds. By the 1930's their approach was used in many small special education classes and one on one tutoring. Their method is widely used today in various forms, and is still just as effective.

How Non-Dyslexic Children Learn to Read

Most children today are taught a combination of phonics along with whole language, which is sufficient for most. These children learn to read by initially learning the sounds of the letters, learning word families and memorizing high frequency words. When reading, they use these tools to decode words. If faced with a word they don’t know, the child is able to identify the word's components and translate it into something recognizable. To the parent, it seems like they just “pick it up” as they read. This is not the case for a dyslexic child.

How Dyslexic Children Learn to Read

Studies have shown that people with dyslexia must be taught phoneme and morphological awareness. This means they must learn all the sounds, along with the spelling rules for the English language which requires an intensive phonics program, unlike what is usually offered in the main stream. Since those with dyslexia often have a poor memory where language is concerned this should be done with constant repetition for reinforcement.

Our Program and the Orton-Gillingham Method

Our reading programs use the ideas based on the Orton-Gillingham approach as a springboard for a more thorough and complete curriculum that can be done at home with no training. Our programs teach phonics, rules, exceptions, includes the most commonly used words, and is done with repetition. When a lesson introduces a topic, the exercises for that lesson will be a combination of what was just taught and what was taught in earlier lessons.

Each lesson has a blend of elements in which the student is required to listen, speak and write. Exercises are kept short and to the point to avoid frustration and boredom. We also have fun, phonics based games and manipulatives available for reinforcement (click here).

Our programs are flexible in that concepts can be monitored and redone as needed, and all the dictations can be done through this website (click here).

To read more about our programs and the Orton-Gillingham approach, click here.

 

 

 

 

Copyrighted by Reading Specialists of Long Island, 2017
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The Orton-Gillingham Approach

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