The Orton-Gillingham (OG) approach is a theory-driven, structured, and multisensory method for teaching reading, spelling, and writing, particularly effective for individuals with dyslexia. The underlying theory is based on the work of Dr. Samuel Orton and educator Anna Gillingham, who combined insights from neuroscience, linguistics, and education to address the specific learning challenges faced by people with dyslexia.
Core Principles of Orton-Gillingham Theory:
- Multisensory Learning:
- Theory: Dyslexic individuals benefit from engaging multiple sensory pathways (visual, auditory, kinesthetic, and tactile) to reinforce learning and memory.
- Practice: Students see, hear, and write letters or words while associating sounds with symbols, which strengthens the neural pathways needed for reading and spelling.
- Structured and Sequential Instruction:
- Theory: Dyslexic learners require a systematic approach to language learning, starting with basic concepts and gradually building to more complex ones.
- Practice: OG follows a clear, incremental sequence, teaching phonemic awareness, letter-sound correspondence, syllable patterns, and rules of the English language in a logical order.
- Explicit Teaching of Language Rules:
- Theory: Dyslexic students often struggle with the implicit acquisition of language patterns. Explicit instruction helps make language structure transparent.
- Practice: OG emphasizes direct teaching of phonics, syllable types, spelling rules, and morphology (roots, prefixes, and suffixes).
- Diagnostic and Prescriptive Approach:
- Theory: Every dyslexic learner has unique strengths and challenges, requiring tailored instruction.
- Practice: Teachers continuously assess a student’s progress and adapt lessons to meet their specific needs.
- Cognitive and Linguistic Focus:
- Theory: Dyslexia involves difficulties with language processing, not intelligence. Explicit focus on language comprehension is key to overcoming these difficulties.
- Practice: Lessons include metacognitive strategies to help students understand the “why” behind language rules, fostering long-term mastery.
- Emotionally Supportive Environment:
- Theory: Dyslexic learners often face frustration and low confidence due to their struggles. A supportive environment boosts motivation and resilience.
- Practice: Teachers emphasize encouragement, celebrate progress, and create a safe space for learning.
- Phonological Awareness as a Foundation:
- Theory: Dyslexia is often linked to deficits in phonological awareness, the ability to recognize and manipulate the sound structure of language.
- Practice: OG begins with exercises in phonemic awareness, ensuring students can distinguish, segment, and blend sounds before progressing to reading and writing.
The Neuroscientific Basis:
Modern neuroscience validates many aspects of the OG approach. Research shows that dyslexia is associated with differences in how the brain processes language, particularly in the phonological system. Multisensory, explicit, and structured interventions help rewire neural pathways, improving reading and spelling abilities.
The Orton-Gillingham method is not a curriculum but a flexible approach that can be adapted to individual learners, making it one of the most effective strategies for addressing dyslexia.