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Orton-Gillingham approach

I am also trained in the highly regarded Orton-Gillingham approach, comprehensive as a language approach to teaching literacy. The Orton-Gillingham approach is rooted in essential language components, necessary for learning to read and spell. These components include: phonological awareness, sound-symbol associations, syllable instruction (6 syllable types which assist with vowel pronunciation for new words), syllable division, sight word reading (recalling words as whole units), morphology (smallest units of meaning, i.e. prefixes, suffixes, roots), grammar (within and between words, word order, sentence variation), vocabulary building, reading fluency, literacy concepts(i.e. vowels, consonants, clusters), decoding and reading comprehension strategies and the history of the English language. Functional Magnetic Resonance Imaging/fMRI has revealed positive brain changes using this approach. Founded in the 1930s, it was created by Dr. Samuel Orton, Anna Gillingham and Bessie Stillman, with the purpose of remediating those with literacy (reading-spelling) challenges (Dyslexia). It has set the stage for sound literacy programs in use today. Tailored to the individual, it supports a variety of learners. Therapy sessions are built for client success. Students are taught the code explicitly, step by step, in a highly structured fashion, working in sequence from simple to more complex code, spiralling back to consolidate prior learning. It is highly repetitive. The structure of the English language is demystified, revealing a mostly predictable and highly orderly code (approximately 86% is predictable). Exceptions to rules are revealed. Multisensory teaching is used involving the senses of sight, hearing, movement and touch, with the purpose of enhancing all brain pathways for recall. The code is strictly controlled, and remediated through careful diagnostic teaching, guiding students towards self-discovery, through thinking, making logical choices, and self-monitoring. Nothing is assumed and teaching is flexible. For further information about the Academy of Orton-Gillingham Practitioners and Educators visit www.ortonacademy.org.

As an experienced practitioner, I can provide continuity of service, as a child’s needs change with age, from oral to written language. My academic background as a Speech-Language Pathologist has afforded me an advantage in teaching literacy.