Orton-Gillingham Principles

Diagnostic and Prescriptive

The teacher seeks to understand how an individual learns and devises appropriate teaching strategies. Each lesson is planned to a particular student. Infinitely adaptable, Orton-Gillingham is flexible; it is an approach rather than a system.

Direct and Explicit

The instructor presents the material in direct and explicit fashion. Never is the student expected to know anything that has not been taught and practiced.

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 process in individuals.

Multisensory

The Orton-Gillingham approach is multisensory. Sessions are action-oriented with auditory, visual, and kinesthetic elements reinforcing each other for optimal learning. Spelling is taught simultaneously with reading. In this respect Orton-Gillingham differs from traditional phonics instruction.

Structured, Sequential and Cumulative, but Flexible

The elements of the language are introduced systematically. Students begin by reading and writing sounds in isolation. These are blended into syllables and words. The various elements of the language are introduced in orderly fashion. As students learn new material, they continue to review previously learned material to the level of automaticity. The teacher addresses vocabulary, sentence structure, composition, and reading comprehension is a similar structured, sequential, and cumulative manner.

Cognitive

Students learn about the history of the language and study the many generalizations and rules that govern the structure of language. The Orton-Gillingham approach teaches to the intellect of the student. Students think rather than making guesses.

Emotionally Sound

Because previously taught material is constantly reviewed and new material is introduced systematically, the student experiences a high degree of success in every lesson and gains confidence as well as skill. Thus, self-esteem develops directly from the student’s achievement and learning becomes a positive experience. Learning is a spiral of successes.