Orton-Gillingham

Orton-Gillingham Methodology Learning to read is a very important aspect of life that is a necessity in order to prosper and grow. The process of learning to read can either be a very exciting or extremely stressful process for children. Reading does not come easily for everyone and it is important to know that children progress at different rates. According to Hellend, Tjus, Hovden, Ofte, and Heimann (2011) “Dyslexia is a specific learning difficulty which is neurobiological in origin and

Research to Practice Orton Gillingham strategies or methodologies are specially created to assist students with reading difficulties by using explicit, direct instruction when teaching the correlation between sounds and letters, and then builds on each of these skills. The OG multi-sensory approach utilizes visual, auditory, tactile, and kinesthetic movement to assist children in coupling written and spoken language with letters and words. For example, students might learn the letter b by seeing

I began my Orton-Gillingham training with the Academy in Georgia on July 30, 2010. To fulfill the requirements of the academy at the Associate and Certified Levels, I flew to the Blosser Center during the summer months to provide lessons on site for the students enrolled in the summer school program. This hands-on experience gave me an opportunity to incorporate the feedback I received from the Fellows into my daily lesson plans to become a more competent practitioner. Beginning August 2015, Cathy

Students with dyslexia often struggle with expressive and recessive language disorders. According to Wilkins & Garside “they have difficulty with reading, spelling, understanding language they hear, or expressing themselves clearly in speaking or in writing.” There are many strategies teachers can use to assist students with dyslexia and help them become successful in the classroom lessons. One strategy that can be used to help students with dyslexia is allowing students to use graphic organizers

Bradley J. Dewey Mr. Andrew Davidson English Composition 1101 3 October 2015 Not the Bad Guy! Bear down! There is nothing more in this world, outside of my family, that I love more than my Chicago Bears. Things haven’t been going so well for the Bears these last few years. If you listen to the media and Bears fans, you’d think it was all Jay Cutler’s fault! Jay Cutler, the quarterback for the Chicago Bears, is one of the most scrutinized athletes in all of sports. They say he’s lazy, that he

On the main campus of The Ohio State University exists Orton Hall, the oldest, in conjunction with Haynes Hall, of the four main buildings still remaining on the historical center of campus also known as the Oval. Orton Hall is popular visitor site to not only students, teachers, and staff but tourist and visitors as well. These tourist and visitors are ordinary people that may not fully understand the history behind this building, but they can perceive that it is important based on just looking

reading. Even though most children acquire these skills naturally, there are still some students that present difficulties or significant struggles with basic reading skills and reading comprehension. In 1937, a child neurologist, Dr. Samuel T. Orton, stated that the instructional approach to reading should attempt to capitalize students’ auditory competence by teaching them the phonetic equivalents of the printed letters and the process of blending sequences of such equivalents so that they might

Theoretical Framework Reading Recovery was developed in New Zealand by Marie Clay in the mid-1970’s. It was brought to the United States by professors from The Ohio State University (Rinehart & Short, 2010). Marie Clay’s research led to what she called a literacy processing theory upon which Reading Recovery is based. Clay conducted a study of 100 children that she followed for one year to determine whether and why their reading processing went astray. The principles from this theory serve as

Orton-Gillingham pioneered the approach; they deliberately used sight, movement, sound and touch to help kids connect language to words (Huges, 2014). Later, the method was modified and used to help struggling readers: The Wilson Reading System (WRS) and Barton Reading Program (BRP). WRS used the highly structured Orton-Gillingham approach and was designed as a sound tapping system to help the learners break the words

findings of this literature review, research suggests that explicit phonics instruction, when embedded in a whole language classroom, promotes growth in literacy skills among young children. Research suggests that multisensory phonics, based on Orton-Gillingham Approach, promotes literacy growth for students who are at-risk, however, its impact within a whole language classroom are undetermined. This literature review suggests that multisensory phonics should be utilized in a whole language classroom