What is Orton-Gillingham?

The Orton-Gillingham Approach is a direct, multisensory, and highly structured way to teach reading, writing, and spelling to all students, particularly those with dyslexia.

Orton-Gillingham is…

Direct

Each learning component is presented explicitly. There is no presumption of prior knowledge or reliance on inference. The clarity and consistency of the lesson format creates an educational environment in which the how’s and why’s of learning are transparent.

 

Multisensory

We employ multiple learning pathways to reinforce material. The kinesthetic route is often underutilized; we see it as a powerful ally in learning and prioritize it in our teaching.

 

Structured & Sequential

Content is presented in a logical, highly ordered way. Mastery of each learning component is developed step-by-step, with an emphasis on automaticity. Lessons move from simple to more complex material, building cumulatively from one concept to the next.

 

Individualized

We focus on the unique learning needs of each individual. There is no pre-set curriculum. We meet each learner where they are in their learning journey, and create a scope and sequence of learning tailored to them.  During each lesson we note where challenges arise and where progress is made, and we use this information as the instructional basis for the next lesson. 

 

Emotionally Sound

Within each lesson, we aim for 5-10% challenge and growth, and 90-95% success. Over time, this experience of success and incremental growth builds self-confidence. Individuals begin to forge their own identities as readers, as writers, and as competent life-long learners.

  • The approach is named after 2 pioneers in the field: Dr. Samuel T. Orton, psychiatrist, neurologist, and researcher; and Anna Gillingham, psychologist, educator, scholar. In the early half of the 20th century Orton and Gillingham, along with other clinicians and educators, joined forces to study the nature of language-based disorders and develop innovative remediation methods. The research-based instructional practices they honed continue to be the gold standard for teaching those with language-based learning challenges such as dyslexia to read, write, and spell.