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ERIC Number: EJ1203800
Record Type: Journal
Publication Date: 2019
Pages: 10
Abstractor: ERIC
ISSN: ISSN-0040-0599
Orton Gillingham: Who, What, and How
Sayeski, Kristin L.; Earle, Gentry A.; Davis, Rosalie; Calamari, Josie
TEACHING Exceptional Children, v51 n3 p240-249 Jan-Feb 2019
For many, the terms dyslexia and Orton Gillingham (OG) go hand in hand, yet much is misunderstood about both terms. Dyslexia is a specific learning disability that is neurobiological in origin and results in difficulty with accurate or fluent word recognition, reading, and spelling. OG is an approach to teaching individuals with dyslexia to read based on principles established by Samuel T. Orton and Anna Gillingham, but it is commonly and incorrectly described as a program or curriculum. Even though Orton and Gillingham established their foundational principles for reading instruction in the 1930s and 1940s, the methodology developed as a result of their work is still considered by many to be the signature approach for addressing reading disabilities. The history of intervention for students with dyslexia is intertwined with the history of Orton and Gillingham (OG) and the curricula based on their work. This article describes how an understanding of fundamental principles of OG can help special educators understand foundational elements of literacy instruction. Simply studying resources associated with OG implementation can deepen a teacher's understanding of the structure of language and why students may struggle to understand certain concepts. Knowing why a word is pronounced in a particular way can be empowering for teachers--stronger explanations and new strategies for remediation stem from understanding language development--and can allow for more insightful assessment of students' strengths and needs. The English language is complex but not insurmountable. Every time teachers engage in professional development or training that enhances their knowledge of the structure of language and strategies for teaching this structure to students, they are becoming more skilled technicians of reading. For students with dyslexia, a knowledgeable and skilled teacher can make all the difference.
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A