Does your struggling reader have difficulty with these skills?
- naming letters
- saying the alphabet in sequence
- forming the shapes of letters
- writing the alphabet correctly in sequence
- reading or writing letters in words: e-g, b-d, was-saw, quite-quiet
- learning and remembering printed words
- spelling
- handwriting
- reading comprehension
The Orton-Gillingham Approach to Language Remediation
In the 1930s Samuel Orton, a neuroscientist, identified the syndrome of dyslexia. With Anna Gillingham, an educator, he developed language remediation principles to help struggling and dyslexic readers overcome their handicaps. Today, their research based approach is the preferred method for teaching dyslexic children because of its unique characteristics.
MULTISENSORY TEACHING which uses visual, kinesthetic, and auditory modalities.
RULE-BASED on phonics, on spelling generalizations, on rules of grammar.
DIAGNOSTIC EVALUATION & DIRECT INSTRUCTION allows dyslexic children to develop the phonological awareness they need to decode and encode words.
SYSTEMATIC, SEQUENTIAL & CUMULATIVE, it enables children to gain competence at each level of instruction.
SUCCESS-ORIENTED, with one-on-one instruction, each lesson is tailored to the individual child. The Orton-Gillingham approach benefits not just dyslexic children, but all children who need to improve their reading fluency and comprehension.
