About Dyslexia
According to the website of the International Dyslexia Association, "Dyslexia is a language-based learning disability. Dyslexia refers to a cluster or symptoms, which result in people having difficulties with specific language skills, particularly reading. Students with dyslexia usually experience difficulties with other language skills such as speaking, writing, and pronouncing words. Dyslexia affects individuals throughout their lives, however, its impact can change at different stages in a person's life. It is referred to as a learning disability because dyslexia can make it very difficult for a student to succeed academically in the typical instructional environment, and in its more severe forms, will qualify a student for special education, special accommodations, or extra support services."
Read more about Dyslexia Basics on the website of the International Dyslexia Association.
About the Orton-Gillingham Approach
In the 1930’s neurologist Dr. Samuel T. Orton and educator, psychologist Anna Gillingham developed the Orton-Gillingham approach to reading instruction for students with dyslexia. This theory combines multi-sensory techniques along with the structure of the English language. Those items taught include: phonemes and morphemes, such as prefixes, suffixes, and roots. Common spelling rules are introduced as well. Multi-sensory education incorporates the three learning pathways, which are: auditory, kinesthetic, and visual. This approach is beneficial not only for students with dyslexia, but for all learners. It can be implemented in a large group setting as well as with individuals, small groups and at-risk populations. The approach allows for implementation of Response to Intervention (RTI) at all levels while allowing for differentiation of instruction.
Often Orton-Gillingham is interpreted as an approach only meant for reading remediation; however, the multi-sensory component impacts all children. The uniqueness of this type of instruction is that it allows the educator to capitalize on an individual student’s dominant learning modality while delivering instruction that will strengthen the remaining learning pathways.
This information is provided by the website of the Institute for Multisensory Education.
Learn about OG Approach Principles on the website of the Academy of Orton-Gillingham Practicioners and Educators.
According to the website of the International Dyslexia Association, "Dyslexia is a language-based learning disability. Dyslexia refers to a cluster or symptoms, which result in people having difficulties with specific language skills, particularly reading. Students with dyslexia usually experience difficulties with other language skills such as speaking, writing, and pronouncing words. Dyslexia affects individuals throughout their lives, however, its impact can change at different stages in a person's life. It is referred to as a learning disability because dyslexia can make it very difficult for a student to succeed academically in the typical instructional environment, and in its more severe forms, will qualify a student for special education, special accommodations, or extra support services."
Read more about Dyslexia Basics on the website of the International Dyslexia Association.
About the Orton-Gillingham Approach
In the 1930’s neurologist Dr. Samuel T. Orton and educator, psychologist Anna Gillingham developed the Orton-Gillingham approach to reading instruction for students with dyslexia. This theory combines multi-sensory techniques along with the structure of the English language. Those items taught include: phonemes and morphemes, such as prefixes, suffixes, and roots. Common spelling rules are introduced as well. Multi-sensory education incorporates the three learning pathways, which are: auditory, kinesthetic, and visual. This approach is beneficial not only for students with dyslexia, but for all learners. It can be implemented in a large group setting as well as with individuals, small groups and at-risk populations. The approach allows for implementation of Response to Intervention (RTI) at all levels while allowing for differentiation of instruction.
Often Orton-Gillingham is interpreted as an approach only meant for reading remediation; however, the multi-sensory component impacts all children. The uniqueness of this type of instruction is that it allows the educator to capitalize on an individual student’s dominant learning modality while delivering instruction that will strengthen the remaining learning pathways.
This information is provided by the website of the Institute for Multisensory Education.
Learn about OG Approach Principles on the website of the Academy of Orton-Gillingham Practicioners and Educators.