Orton Gillingham Approach

Category: Reading/Language/Spelling

Grade level: Grade 2 to 12

1. What is the purpose of the Orton Gillingham Approach?

This multisensory phonics technique was developed to improve spelling through the association of seeing how words look, hearing how words sound, and feeling how words are produced.

2. With whom can it be used?

This technique is best suited to second grade through secondary school students with average or above average intelligence who are either non-readers or very poor readers. It seems especially effective with those who have previously experienced much failure, because of its positive emphasis.

3. What is the format of the program?

Materials for this program are published by Educators Publishing Service Inc. in Massachusetts. The following is a list of materials:

Manual: Remedial Training for Children with Specific Disability in Reading, Spelling, and Penmanship by Anna Gillingham and Bessie W. Stillman

Illustrated phonics drill cards

Phonetic word cards (Jewel Case)

Little cards

The tea cup whale

Affix and root cards

Update deck

4. What teaching procedure is involved?

The first step is to change the child's mind set, letting him/her know that many children have difficulties with reading and that he/she will be taught in a totally different way.

Next, drill cards are used to introduce phonemes. These are taught through a multi-level associative process, including visual-auditory, auditory-kinaesthetic, auditory-auditory, visual-kinaesthetic, and kinaesthetic-visual.

Sentence and story writing begin after the student can read and write a three-letter word.

As the student becomes proficient in reading through understanding phonemes some sight words are introduced.

Eventually the student joins the regular class for reading.

5. To what extent has research shown the Orton Gillingham Approach to be useful?

Research suggests that multisensory methods are not for everyone but are perhaps best used with those who meet the minimum criteria outlined above and have not yet met with success using more traditional techniques. Amongst the multisensory techniques those that employ three senses (visual, auditory, and kinaesthetic) appear more effective that those that are only visual-auditory.

References

  1. Litcher, J. H., Roberge, L. P., Meyer, M., and Karnes, L. R. (1979). Alternative learning experiences for high risk first grade students. Journal of Learning Disabilities,12, 686-688.
  2. McIntyre, R. B. (1970). Out of the classroom: Evaluation of instructional materials and programs: Applications of a systems approach. Exceptional Children, 37, 213-220.
  3. Myers, C. A. (1978). Reviewing the literature on Fernald's technique of remedial reading. The Reading Teacher, 31, 614-619.
  4. Vickery, K., Reynolds, V. A., & Cochrans, S. W. (1987). Multisensory teaching approach for reading, spelling, and handwriting: Orton-Gillingham based curriculum in a public school setting. Annals of Dyslexia, 37, 189-200.

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