Orton-Gillingham

Answer: I use some strategies from Orton Gillingham. I would focus on breaking apart words and the rules that go along with it. I think you need it. I teach Zack (her son) with phonics. I do not feel we do a strong enough foundation in it. It needs to be focused on longer then what it is. Analysis: Phonics is understanding the relationship between letters and sounds. It is important for all people to get a good grasp of it when they are young. Having this knowledge will create a strong basis for

“What does a dyslexic agnostic insomniac do? He lays in bed at night thinking about the existence of dog.” Although I’m neither an insomniac nor agnostic, I am dyslexic. With this has come many challenges. Where others may have succeeded more easily, I’ve struggled; I’ve fought for all I’ve achieved; I’ve persevered. During my junior year, I read an article, “The Case against College” by Linda Lee. The main point Lee was trying to argue was that too many people go to college and the worth of a college

2012). While S.P.I.R.E. is most appropriate for Tier 2 and Tier 3 students with learning differences and struggling learners, the program has been used in a variety of settings, including classroom, small group and one-on-one. Based on the Orton-Gillingham approach, S.P.I.R.E. incorporates the most recent research regarding best practices in reading and language arts instruction as well as the professional standards published by professional organizations such as the International Reading Association

Similarities and Contrasts As stated from the 2007 Wilson Instruction Manual, the Wilson Reading System was created in 1988 for individuals with verbal expressive difficulties. Adapted from the multi-sensory approach of Dr. Samuel T. Orton and psychologist, Anna Gillingham, the Wilson Reading System aims to develop skills of decoding—both effortlessly and correctly (Wilson, 2007). To address students who are experiencing reading expression difficulties, multisensory exercises incorporate various methods

mates by working harder they are saying the student does not work hard already, which is far from the truth. Dyslexic students need a specific type of teaching designed for the unique learning patterns of the dyslexic brain, this is known as the Orton-Gillingham

of two ore more senses) • Orton-Gillingham – Developed principles for teaching language-related academic skills. Some Ortan based approaches include Alphabetic Phonics, Project Read, and Wilson Language • Late 19th century educational psychologists – Promoted theory all senses are involved in learning (multisensory learning) • Hinshelwood (1917) – First physician to advocate specific instructional approach for written language disorder called “word blindness” • S.T. Orton (same as above) – First person

Dyslexia Growing, developing and learning are the facts of life for all children. Each day children are faced with many new concepts and various challenges. Can you imagine how it feels for a child to face not only new challenges life has, but to face these challenges while living with a learning disability? These challenges are met not just when they begin school either. Students suffer from learning disabilities from the moment they begin learning, not when they start school. Learning disabilities

Growing, developing and learning are the facts of life for all children. Each day children are faced with many new concepts and various challenges. Can you imagine how it feels for a child to face not only new challenges life has, but to face these challenges while living with a learning disability? These challenges are met not just when they begin school either. Students suffer from learning disabilities from the moment they begin learning, not when they start school. Learning disabilities are real

intervention and need a more intensive intervention at Tier 3. It is used most often with students in upper elementary to high school. The program can also be used with adults who need remedial reading services. Specifically, the program is based on the Orton-Gillingham approach to reading instruction. This approach relies on direct instruction, incorporates ideas of “how” and “why” individuals learn to read, and explores multi-sensory methods (auditory, visual, and kinesthetic). It is intended for individuals

Figuring Out My World: Alison May Alison’s story is the perfect example of what many families must go through when faced with the possibility of having a child diagnosed with a learning disability. Alison was not diagnosed with visual and auditory dyslexia until the summer before entering college. However, while still a toddler, her symptoms had been brought to her mother’s attention by her sister’s teacher. Alison’s mother then noticed her habits in repeating words incorrectly and how Alison would