The Orton-Gillingham approach to reading instruction was developed at the beginning of the 20th century.
Language-based, multisensor, structured, sequential, cumulative, cognitive, and flexible.
The Orton-Gillingham approach has been used since the 1930s. An intensive and sequential phonics system teaches the basics of word formation before all meaning. This method accommodates and utilizes three learning modalities, or pathways, in which people learn - visual, auditory and kinesthetic. Unlike some rigidly written and written programs, the Orton-Gillingham Approach is a system that allows flexibility.
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Samuel Torrey Orton (1879-1948), a neuropsychiatrist and pathologist at Columbia University, brings together neuroscience information and remediation principles. In the early 1920s, he has studied children extensively with the kind of language processing difficulties that are now commonly associated with dyslexia and have formulated a set of principles and teaching practices for such children.
Anna Gillingham (1878-1963) is an educator and psychologist at Teachers College, Columbia University. Working with Dr. Orton, he trains teachers and compiles and publishes teaching materials. Gillingham incorporates Orton's teaching methods with his analysis of the structure of English/American and with Bessie Stillman, he writes what has been the guidance of Orton-Gillingham: Remedial Training for Children with Certain Disabilities in Reading, Spelling and Writing. First published in 1935/6, ​​â € <â €
Maps Orton-Gillingham
Approach Features
Language based : The Orton-Gillingham approach is based on techniques of learning and teaching languages, understanding the nature of human language, the mechanisms involved in learning, and the process of language learning in individuals.
Multisensory : Orton-Gillingham teaching session is action-oriented and involves continuous interaction between teachers and students as well as the simultaneous use of multiple sensory input channels that reinforce each other for optimal learning. Using the hearing, visual, and kinesthetic elements, all of the taught language skills are reinforced by asking students to listen, talk, read and write. For example, a dyslexic learner is taught to see the letter A, say his name and his voice and write in the air - all at the same time. This approach requires intensive instruction with sufficient practice. The use of multiple input channels is considered to increase storage and memory retrieval by providing multiple "triggers" for memory.
Structured, Sequential, and Cumulative : The Orton-Gillingham teacher introduces the language elements systematically. The association of sound symbols along with linguistic rules and generalizations introduced in the logical language order, is understandable. Students start by reading and writing sounds separately. Then they combine sound into syllables and words. Students learn the elements of language - consonants, vowels, digraphs, mixes, and diphthongs - on a regular basis. They then proceed to the advanced structural elements such as the syllable, root, and affix types. As students learn new material, they continue to review the old material to the level of automaticity. The teacher discusses the vocabulary, sentence structure, composition, and reading comprehension in the same structured, sequential, and cumulative way.
Cognitive : Students learn about the history of English and learn many generalizations and rules governing its structure. They also learn how they can learn and apply the necessary language knowledge to achieve reading and writing competencies.
Flexible : The Orton-Gillingham Teaching is diagnostic and prescriptive. Master tries to make sure learners not only recognize patterns and apply them without understanding. When the confusion of the previously taught rules was discovered, it was taught again from the beginning.
Research support
In 2000, the National Reading Panel incorporated the Orton-Gillingham method in their study, "Teaching Children to Read: Evidence-based Evaluation from the Literature of Scientific Research on Reading and Its Implications for Reading Directions." The Panel supports the importance of offering classroom instruction in phonemic awareness, phonics, fluency, vocabulary, and comprehension.
The Florida Center for Reading Research reported in 2006 that it was unable to identify empirical studies that examined the efficacy of a specific approach as described in Orton-Gillingham training materials. So there is no direct research evidence to determine its effectiveness, although there are various studies of derivative methods that incorporate Orton-Gillingham aspects in combination with other techniques.
An overview of all reported research on the Orton-Gillingham derivative method, such as Alphabetic Alfabetic or Project Reading, only reveals a dozen studies with inconsistent results and methodological shortcomings. In spite of this conclusion, this article provides a detailed overview of available research, which is considered most beneficial will show some evidence of the benefits of using OG classroom methods with first graders, and used in special education or resource space settings with older children with disabled learning.
In July 2010, a US Department of Education agency reported that they could not find research that met the standard of evidence to support the effectiveness of Orton-Gillingham-based strategy.
One study found it to be effective for students who are English Learners.
Studies have shown that this system is effective in remediating instruction for students with dyslexia, although further research suggests that its efficacy has not yet been determined.
AOGPE Accredited Schools
From Spring 2007 Academy News, the publication of Orton-Gillingham Academy of Practitioners and Lecturers, here is a list of accredited schools AOGPE:
- Asset School, Honolulu, Hawaii [1]
- Camperdown Academy, Greenville, South Carolina [2]
- Carroll School, Lincoln, Massachusetts [3]
- The Greengate School, Huntsville Alabama [4]
- The Kildonan School, Amenia, New York [5]
- The Marburn Academy, New Albany, Ohio [6]
- Pine Ridge School, Williston, Vermont [7]
- Riverside School, Richmond, Virginia [8]
- Sandhills School, Columbia, South Carolina [9]
- Schenck School, Atlanta, Georgia [10]
- Stephen Gaynor School, New York, NY [www.stephengaynor.org]
- Trident Academy, Mount Pleasant, South Carolina [11]
- The Hamilton School, Providence, Rhode Island [12]
- Fletcher School, Charlotte, North Carolina
- Home Learning [13]
- Read Center, Rochester, Minnesota
- Bridge Academy, Lawrenceville, New Jersey [14]
- The Windward School, White Plains & amp; Manhattan, New York
References
Source of the article : Wikipedia
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