An Overview of Orton- Gillingham : A Workshop by the Stern Center

1. An Overview of Orton-Gillingham: A Workshop by the Stern Center Kimberly Wells Katie Rowland

2. What is Orton-Gillingham? • It is a multi-sensory, cognitive, language-based approach. • Known as the “grandfather of structured language” • Slingerland • MTA-Multi-sensory Teaching Approach • Alphabetic Phonics • Wilson Reading System (including Fundations) • LANGUAGE! • Project Read • Recipe for Reading • Lindamood-Bell

3. Approach vs. Program Approach Program Better known as following a specified plan of instruction More rigid Helps with consistency Helpful “grab-and-go” materials • Better known as implementing comprehensive knowledge and skills • More flexible • Not teaching out of a box or book • Diagnostic and prescriptive

4. Elements of Orton-Gillingham • Language-based • Multisensory • Structured • Sequential • Cumulative • Cognitive • flexible

5. Who Developed the Orton-Gillingham Approach? • Samuel Orton- neuropsychiatrist and pathologist • Interested in word blindness (why some people could not learn to read, or recognize letter sound relationship) • June Orton- psychiatric social worker • Anna Gillingham- psychologist • Bessie Stillman- Classroom Educator

6. “There is scientific consensus across the fields of neuroscience, cognitive science and neuropsychology that reading should be taught based on letter-sound correspondence instead of whole word memorization.” • Beginning readers who focus on letter-sound relationships, or phonics, instead of tying to learn whole words, increase activity in the area of the brain best wired for reading, according to new Stanford research investigating how the brain responds to different types of reading instruction. • Avoid strategies where you have the students look at a picture to help figure out the word.

7. What’s New? Letter-Sound Instruction • Words learned through LSI elicited neural activity biased toward the left side of the brain, which encompasses visual and language processing Whole- Word Association • Words learned via WWA showed activity biased toward right hemisphere processing. So… Strong left hemisphere engagement during early word recognition is a hallmark of skilled readers. This is characteristically lacking in children and adults who are struggling with reading.

8. Handwriting • Handwriting isn’t just a motor skill, but it is also a written language skill. • Learning to form letters by hand improves perception of letters and contributes to better reading and spelling. • Automatic letter writing promotes better composing in both amount written and the quality of writing. • It trains the orthographic loop which supports spelling and composing. • Facilitates perception of letters which transfers to reading real words Virginia Berninger, 2012 Strengthening the Mind’s Eye

9. Why Cursive? • Cursive is faster. • The word becomes a unit and correct spelling is more likely to be retained. • All the lowercase cursive letters begin on the same line, so reversals are less likely. • Engages more cognitive resources than keyboarding. • Reading and writing engage different circuits in the brain, thus learning cursive does not make it more difficult for beginning readers. • Children who learn to write in cursive can read both cursive and print. Children who only learn print can only read in print and cannot read cursive writing. • Gillingham states, “Schools that begin teaching manuscript and change to cursive in the second or third grades cause irreparable harm.” • Dr. Orton repeatedly asserted that impressions made on nerve tissues are never fully eradicated. • A cursive signature is much harder to forge than a print one.

10. The position of the paper should be slanted according to hand dominance. • If a student is left hand dominant, correct paper position will ensure they do not have a “hook” when they write. • Students should be repositioned every time their paper position is not correct. • The student’s elbow must be on the desk, with the other hand holding the paper. • Proper pencil grip is equally important, and should be enforced as well.

11. Take-Aways For Instruction • “Slow as you can, fast as you must.” • You shouldn’t move on to a new skill until you have at least 90% mastery of the skill being taught. • “There is no eraser for the brain.” • The brain is hard-wired to learn language but not reading • It is important to understand that if a child learns a skill incorrectly, they will continue to make that mistake as it has worked into their memory.

12. Take- Aways (Continued) • Cursive handwriting should be introduced earlier in schools. • More time dedicated to phonological awareness (ideally greater than 30 minutes) • Children should only be reading decodable text that they are ready for. They should not be reading books that contain words that follow patterns not yet taught or mastered. • Children with dyslexia are often referred to as “lazy.” This is simply not the case, and we must be careful when labeling a student as lazy.