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The Orton-Gillingham Approach grew out of the work of Dr. Samuel
Torrey Orton (1879-1948) and Anna Gillingham (1878-1963).
Dr. Orton, a professor of neuropsychiatry and neuropathology at the
Neurological Institute of Columbia University, was a pioneer in
focusing attention on language differences by bringing together neuropsychiatric information and principles of remediation. As early
as 1925, he had identified the syndrome of developmental reading
disability, separated it from mental defect and brain damage, and
offered a physiological explanation with a favorable prognosis. Anna
Gillingham was a gifted educator and psychologist who worked with
Dr. Orton. Ms. Gillingham trained teachers in this remedial approach
to teaching students with dyslexia and compiled and published
instructional materials with Bessie W. Stillman. The
Orton-Gillingham approach, first introduced in the 1920’s, is still
widely in use today across Canada, USA and other countries.
Specifically, letters which represent the single sounds of familiar
speech are presented to the student, then immediately synthesized
into words that carry meaning. By introducing the letters
simultaneously through hearing, seeing, and feeling, the student's
weaknesses are lessened by integrating all of his learning pathways.
This multisensory approach helps to ensure automatic memory which is
so difficult for those who lack natural facility in language
learning. Progress is made by going from the simple to the more
complex tasks, building in much reinforcement, and proceeding as
fast as possible but as slowly as necessary to master the basic
elements. Careful pacing, structured but not programmed procedures,
and a sequential presentation combining reading, writing, and
spelling will help the student succeed.
The structure of the approach often helps to organize the
student's general way of learning and working. Its logic helps him
where his memory fails and when he encounters unknown words. Its
step-by-step progression leads to a sense of mastery and competence. |
