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| The Orton-Gillingham Approach
The Orton-Gillingham approach is language-based, multisensory, structured,
sequential, cumulative, cognitive, and flexible. Its breadth, perspective, and flexibility prompt
use of the term approach instead of method.
Methodology Language-Based
The Orton-Gillingham approach is based on a technique of studying and teaching language,
understanding the nature of human language, the mechanisms involved in learning, and the language-learning
processes in individuals.
Multisensory
Orton-Gillingham teaching sessions are action oriented with auditory, visual, and kinesthetic elements
reinforcing each other for optimal learning. The student learns spelling simultaneously with reading.
Structured, Sequential, Cumulative
The Orton-Gillingham teacher introduces the elements of the language systematically. Students begin by
reading and writing sounds in isolation. Then they blend the sounds into syllables and words. Students
learn the elements of language, e.g., consonants, vowels, digraphs, blends, and diphthongs, in an orderly
fashion. They then proceed to advanced structural elements such as syllable types, roots, and affixes.
As students learn new material, they continue to review old material to the level of automaticity. The
teacher addresses vocabulary, sentence structure, composition, and reading comprehension in a similar
structured, sequential, and cumulative manner.
Cognitive
Students learn about the history of the English language and study the many generalizations and rules that
govern its structure. They also learn how best they can learn and apply the language knowledge necessary for
achieving reading and writing competencies.
Flexible
At best, Orton-Gillingham teaching is diagnostic-prescriptive in nature. Always the teacher seeks to understand
how an individual learns and to devise appropriate teaching reading strategies.
Emotionally Sound
In every lesson, the student experiences a high degree of success and gains confidence as well as skill.
Learning becomes a rewarding and happy experience.
For Whom is the Orton Gillingham Approach Appropriate?
The Orton-Gillingham approach is appropriate for teaching individuals, small groups, and classrooms. It is
appropriate for teaching in the primary, elementary, intermediate grades, and at the secondary and college
level as well as for adults. The explicit focus of the approach has been and continues to be upon persons with
the kinds of language processing problems associated with dyslexia. Early intervention is highly desirable, but
it is never too late to begin!
Who were Orton and Gillingham?
Samuel Torrey Orton (1879-1948), a neuropsychiatrist and pathologist, was a pioneer in focusing attention on
reading failure and related language processing difficulties. He brought together neuroscientific information
and principles of remediation. As early as the 1920s, he had extensively studied children with the kind of
language processing difficulties now commonly associated with dyslexia and had formulated a set of teaching
principles and practices for such children.
Anna Gillingham (1878-1963) was a gifted educator and psychologist with a superb mastery of the language. Working
with Dr. Orton, she trained teachers and compiled and published instructional materials. Over the last half
century the Orton-Gillingham approach has been the seminal and most influential intervention designed expressly
for remediating the language processing problems of children and adults with dyslexia.
Click here for a more detailed history of the Orton-Gillingham Approach for teaching reading.
Information found at www.ortonacademy.org.
Learn just how the Reading Horizons Discover Intensive Phonics progam works, or try any of our sample lessons and skills that are included in the software, to get a feel for how effective this program can be for you!
View this short video to see how the Reading Horizons program is taught in the classroom setting.
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