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What is Orton-Gillingham Multisensory Instruction?

In Orton-Gillingham lessons, the teacher accesses the auditory, visual, and kinesthetic pathways in order to enhance memory and learning.  Each lesson is taught independently  while building upon the previous lesson.  Lessons are systematic and cumulative.  Each lesson is based on what the child knows.  New sounds and concepts are learned piece by piece through the direct instruction of a specially trained teacher.  Previously learned material is constantly reviewed.  The teacher carefully analyzes error patterns of the student.  Lessons consist of sound/symbol relationships, syllable division, spelling rules, rules for adding endings, as well as prefixes, suffixes and roots.  The purpose of Orton-Gillingham instruction is to provide the student with an understanding of language structure, which allows him or her to become an independent reader and writer.

Components of Orton-Gillingham

• Phonemic Awareness
  Learning that words are made up of segmental sounds and how to recognize and manipulate these sounds
• Phoneme-Grapheme Correspondence
  Learning that the segmental sounds of words are represented by written symbols (letters) and how to blend those letters into short words
• Types of Syllables
  Learning the six syllable types of English and how to decode and spell them
• Rules and Probabilities
  Learning to recognize and remember the multiple spellings of certain syllables
• Word Morphology (roots and affixes)
  Learning to recognize that, especially, academic words are made up of roots and affixes, what they mean, and how to recognize and spell them
• Reading Fluency (trained throughout all reading instruction steps)
  Moving from accuracy to fluency, i.e. developing stored neural models of words so that they become part of the automatic word form system for word identification

Teaching Methods

• Multisensory
  Combining the senses to facilitate and reinforce learning
• Individual Tutoring
  An intense format that focuses on the individual learner’s needs, strengths, and weaknesses
• Direct Instruction
  Each pattern and rule governing the written words of English is taught directly and explicitly
• Sequential and Cumulative Learning
  One pattern and rule at a time and in the proper order, taught and practiced until it is mastered, integrating previously learned patterns and rules
• Diagnostic Teaching
  Each student is continuously assessed and his/her progress charted; student sees own progress and thus motivated to continue; gaps are quickly identified and relevant skills re-taught immediately

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