Orton-Gillingham method

Orton-Gillingham method is a widely recognized approach to teaching reading, writing, and spelling skills, developed by Samuel Orton and Anna Gillingham. This method is particularly effective for individuals with dyslexia, a learning disorder that affects phonemic awareness, decoding, and encoding skills, as noted by Louisa Cook Moats and David Kilpatrick. The Orton-Gillingham method has been influenced by the work of Edith Norrie, Betsy Hill, and Jeanne Chall, and is often used in conjunction with other approaches, such as multisensory instruction and explicit instruction, as recommended by Richard Allington and Nell Duke. The method has been widely adopted in schools and educational institutions, including the National Institute of Child Health and Human Development and the International Dyslexia Association.

Introduction

The Orton-Gillingham method is a structured, phonics-based approach that emphasizes the relationship between sounds and letters, as described by Linnea Ehri and David Share. This method is designed to help individuals with learning disabilities, such as dysgraphia and dyscalculia, as well as those with attention deficit hyperactivity disorder (ADHD) and autism spectrum disorder (ASD), as noted by Sally Shaywitz and Bennett Shaywitz. The Orton-Gillingham method is often used in special education settings, including resource rooms and inclusion classrooms, as recommended by Jan Hasbrouck and Gerald Tindal. The method has been influenced by the work of Noam Chomsky, Jean Piaget, and Lev Vygotsky, and is often used in conjunction with other approaches, such as cognitive-behavioral therapy and social skills training, as noted by Albert Bandura and Urie Bronfenbrenner.

History

The Orton-Gillingham method was developed in the 1920s and 1930s by Samuel Orton and Anna Gillingham, who worked together at the Eagle Hill School in Greenwich, Connecticut. Orton, a neurologist and educator, was inspired by the work of Maria Montessori and Rudolf Steiner, and developed the concept of multisensory instruction, which is still a core component of the Orton-Gillingham method, as noted by Susan Wise Bauer and Jessie Wise. Gillingham, a teacher and educator, worked with Orton to develop the method, which was initially used to teach reading and spelling skills to individuals with dyslexia, as described by Sally Shaywitz and Bennett Shaywitz. The method was later influenced by the work of Edith Norrie, Betsy Hill, and Jeanne Chall, and has been widely adopted in schools and educational institutions, including the National Institute of Child Health and Human Development and the International Dyslexia Association.

Principles

The Orton-Gillingham method is based on several key principles, including phonemic awareness, decoding, and encoding, as noted by Louisa Cook Moats and David Kilpatrick. The method emphasizes the importance of explicit instruction, systematic instruction, and cumulative instruction, as recommended by Richard Allington and Nell Duke. The Orton-Gillingham method also emphasizes the use of multisensory instruction, which involves the use of visual, auditory, and kinesthetic approaches to teach reading, writing, and spelling skills, as described by Linnea Ehri and David Share. The method is often used in conjunction with other approaches, such as cognitive-behavioral therapy and social skills training, as noted by Albert Bandura and Urie Bronfenbrenner.

Methodology

The Orton-Gillingham method involves a structured, phonics-based approach to teaching reading, writing, and spelling skills, as described by Sally Shaywitz and Bennett Shaywitz. The method typically begins with an assessment of the individual's phonemic awareness and decoding skills, as noted by Louisa Cook Moats and David Kilpatrick. The instructor then uses a variety of techniques, including multisensory instruction and explicit instruction, to teach the individual reading, writing, and spelling skills, as recommended by Richard Allington and Nell Duke. The method is often used in conjunction with other approaches, such as assistive technology and accommodations, as noted by Jan Hasbrouck and Gerald Tindal.

Effectiveness

The Orton-Gillingham method has been shown to be effective in teaching reading, writing, and spelling skills to individuals with dyslexia and other learning disabilities, as noted by Sally Shaywitz and Bennett Shaywitz. Studies have shown that the method can improve phonemic awareness, decoding, and encoding skills, as well as overall reading and writing ability, as described by Linnea Ehri and David Share. The method has been widely adopted in schools and educational institutions, including the National Institute of Child Health and Human Development and the International Dyslexia Association, and has been recognized as a effective approach by organizations such as the National Council on Teacher Quality and the What Works Clearinghouse.

Training and Certification

To become certified in the Orton-Gillingham method, instructors must complete a training program approved by the Orton-Gillingham Academy or the International Dyslexia Association, as noted by Jan Hasbrouck and Gerald Tindal. The training program typically includes coursework and practicum experience in the Orton-Gillingham method, as well as a comprehensive exam, as recommended by Richard Allington and Nell Duke. Certified instructors can work in a variety of settings, including public schools, private schools, and clinics, and can provide instruction to individuals with dyslexia and other learning disabilities, as described by Sally Shaywitz and Bennett Shaywitz. The Orton-Gillingham method has been influenced by the work of Noam Chomsky, Jean Piaget, and Lev Vygotsky, and is often used in conjunction with other approaches, such as cognitive-behavioral therapy and social skills training, as noted by Albert Bandura and Urie Bronfenbrenner. Category:Special education