Orton Gillingham Reading Support
The Orton-Gillingham Approach (OG) is an instructional technique for decoding (reading) and encoding (spelling) written language. At the core of the OG approach is a focus on the specific learning needs of the individual learner. Struggling readers need direct and systematic help in sorting, recognizing and organizing the basic elements of language. While the OG method is typically recommended for those with dyslexia, it can be a valuable tool for other learning differences.
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Prior to beginning Orton Gillingham reading support, an assessment will need to be completed to see what your child's strengths are and what weaknesses need to be addressed. The assessment will consist of both formal and informal evaluations and the battery of tests will depend on the needs of your child. Findings will be reviewed in detail with you.
At The Listening Connection, your child will receive intervention that centered around their individual set of needs. The assessment along with any previous evaluations will provide a road map for direct and explicit OG instruction. Your child's progress is determined through continuous monitoring and you will be undated on the results.
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WHAT MAY BE TAUGHT
Literacy support is marked by several key elements as outlined by the International Dyslexia Association.
Phonology is the study of sound structure of spoken words and is a critical element of Structured Language instruction.
Phonological awareness includes rhyming, counting words in spoken sentences, and clapping syllables in spoken words. An important aspect of phonological awareness is phonemic awareness or the ability to segment words into their component sounds, which are called phonemes. A phoneme is the smallest unit of sound in a given language that
can be recognized as being distinct from other sounds in the language. For example, the word cap has three phonemes (/k/, /ă/, /p/), and the word clasp has five phonemes (/k/, /l/, /ă/, /s/, /p/).
Sound-Symbol Association key for your child to learn how to map the phonemes to symbols or printed letters. Sound-symbol association must be taught and mastered in two directions: visual to auditory (reading) and auditory to visual (spelling). Additionally, students must
master the blending of sounds and letters into words as well as the segmenting
of whole words into the individual sounds. The instruction of sound-symbol
associations is often referred to as phonics. Although phonics is a component of
Structured Literacy, it is embedded within a rich and deep language context.
Syllable Instruction
A syllable is a unit of oral or written language with one vowel sound. Instruction
includes teaching of the six basic syllable types in the English language: closed,
vowel-consonant-e, open, consonant-le, r-controlled, and vowel pair. Knowledge
of syllable types is an important organizing idea. By knowing the syllable type,
the reader can better determine the sound of the vowel in the syllable. Syllable
division rules heighten the reader’s awareness of where a long, unfamiliar word
may be divided for greater accuracy in reading the word.
Morphology is the study of morphemes, the smallest unit of meaning in the language. The Structured Literacy curriculum includes the study of base words, roots, prefixes, and suffixes. The word instructor, for example, contains the root struct, which means to build, the prefix in, which means in or into, and the suffix or, which means one who. An instructor is one who builds knowledge in his or her students.
Syntax is the set of principles that dictate the sequence and function of words in a sentence in order to convey meaning. This includes grammar, sentence variation, and the mechanics of language.
Semantics is that aspect of language concerned with meaning. The curriculum (from the beginning) must include instruction in the comprehension of written language.
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HOW WE TEACH:
The Orton-Gillingham Academy Principles of the Orton-Gillingham Approach
Diagnostic and Prescriptive Instruction is a dynamic, continuous, adaptable process of monitoring student work and giving corrective feedback based on the learner’s profile and ongoing performance designed to promote accuracy and automaticity.
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Instruction is diagnostic in that the instructor continuously monitors the verbal, nonverbal, and written responses of the learner to identify and analyze problems and progress. This information is the basis for planning the next lesson.
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Instruction is prescriptive in that it contains elements that focus on resolving the learner’s difficulties and building on the learner’s progress noted in the previous lesson.
Individualized Instruction is individualized to meet the differing needs of learners who may be similar, but not exactly alike. Lessons are customized to meet the learner’s profile, culture, identity, and interests.
Language-Based and Alphabetic/Phonetic Instruction is a comprehensive practice based on the structure and history of the English language that integrates oral language, reading, spelling, and writing. It begins at the simplest level with phonemes (sounds) and the alphabetic principle (the relationship of sounds to letters) and progresses through complex word and text structures.
Simultaneous Multisensory Instruction simultaneously utilizes the associations of the auditory (hearing), visual (seeing), and kinesthetic (movement) neural pathways.
Direct and Explicit Instruction is presented systematically with concepts clearly stated, modeled, and practiced. Moving from supported practice to independent practice enhances learning and memory leading to automaticity and independent application.
Structured, Sequential, and Cumulative, but Flexible Instruction is logically organized and moves from simple, well-learned material to increasingly complex elements. Lessons continuously spiral back to reinforce previously taught skills in an integrated manner. Instructional decisions require flexibility and are based on the learner.
Synthetic and Analytic Instruction employs both synthetic and analytic processes at all levels of language; these processes are reciprocal and must be closely coordinated.
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Synthetic Instruction progresses from the parts to the whole. For example, when reading, the learner blends individual sounds, syllables, and morphemes to read words.
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Analytic Instruction progresses from the whole to its parts. For example, when spelling, the learner segments the sounds, syllables, or morphemes to spell words.