Orton Gillingham Multi-modal Teaching
Taken from the website
Why Orton-Gillingham?
“Children in the bottom 20% are clearly ‘below grade level’ in reading and are unlikely to improve their relative standing without expert, intensive instruction (Moats & Dakin, 2008).” The Institute for Multi-Sensory Education’s proprietary professional development provides direct, systematic and sequential instruction that empowers educators to teach the foundation of the English language. Our revised and expanded research-based Orton-Gillingham training provides exceptional staff development. The Institute’s instructional approach is ideal for: general education, special education, reading teachers, and learning resource room specialists.
In the 1930’s neurologist Dr. Samuel T. Orton and educator, psychologist Anna Gillingham developed the Orton-Gillingham approach to reading instruction for students with Dyslexia. This theory combines multisensory techniques along with the structure of the English language. Those items taught include: phonemes and morphemes, such as prefixes, suffixes, and roots. Common spelling rules are introduced as well. Multi-sensory education incorporates the three learning pathways, which are: auditory, kinesthetic, and visual. This approach is beneficial not only for students with dyslexia, but for all learners. It can be implemented in a large group setting as well as with individuals, small groups and at-risk populations. The methodology allows for implementation of Response to Intervention (RTI) at all levels while allowing for differentiation of instruction.
Often Orton-Gillingham is interpreted as a methodology only meant for reading remediation. Undoubtedly the multisensory component impacts all children. The uniqueness of this type of instruction is that it allows the educator to capitalize on an individual student’s dominant learning modality while delivering instruction that will strengthen the remaining learning pathways.
Taken from the website
Why Orton-Gillingham?
“Children in the bottom 20% are clearly ‘below grade level’ in reading and are unlikely to improve their relative standing without expert, intensive instruction (Moats & Dakin, 2008).” The Institute for Multi-Sensory Education’s proprietary professional development provides direct, systematic and sequential instruction that empowers educators to teach the foundation of the English language. Our revised and expanded research-based Orton-Gillingham training provides exceptional staff development. The Institute’s instructional approach is ideal for: general education, special education, reading teachers, and learning resource room specialists.
In the 1930’s neurologist Dr. Samuel T. Orton and educator, psychologist Anna Gillingham developed the Orton-Gillingham approach to reading instruction for students with Dyslexia. This theory combines multisensory techniques along with the structure of the English language. Those items taught include: phonemes and morphemes, such as prefixes, suffixes, and roots. Common spelling rules are introduced as well. Multi-sensory education incorporates the three learning pathways, which are: auditory, kinesthetic, and visual. This approach is beneficial not only for students with dyslexia, but for all learners. It can be implemented in a large group setting as well as with individuals, small groups and at-risk populations. The methodology allows for implementation of Response to Intervention (RTI) at all levels while allowing for differentiation of instruction.
Often Orton-Gillingham is interpreted as a methodology only meant for reading remediation. Undoubtedly the multisensory component impacts all children. The uniqueness of this type of instruction is that it allows the educator to capitalize on an individual student’s dominant learning modality while delivering instruction that will strengthen the remaining learning pathways.
