What is the Orton-Gillingham reading method?

The Orton-Gillingham (OG) reading method stands out as a time-tested and research-based approach in literacy instruction. This method, which integrates multi-sensory, structured, and sequential instruction, is particularly beneficial for students with dyslexia and other reading difficulties. This blog post explains the Orton-Gillingham method, its principles, and the empirical support validating its effectiveness.

The Orton-Gillingham method is an instructional approach designed to teach reading and spelling by emphasizing the relationship between letters and sounds. Developed in the early 20th century by Dr. Samuel Orton and Anna Gillingham, the method employs a structured, sequential, and multi-sensory approach to instruction (Gillingham & Stillman, 1997). This means it incorporates visual, auditory, and kinesthetic activities to enhance learning and retention.

What are the principles of the Orton-Gillingham Method?

1. Structured and Sequential Instruction: The OG method is highly systematic, beginning with basic phonics and gradually advancing to more complex linguistic concepts. This incremental approach ensures that students build a solid foundation before tackling more challenging material. In the beginning lessons, individual letter sounds are taught in a specific order to allow for the combination of letters to form words early on. Following letter sounds, specific spelling rules, decoding strategies, and reading comprehension skills are taught.

2. Multi-Sensory Learning: The method integrates visual, auditory, and tactile experiences to reinforce learning. For example, students might trace letters in sensational sand while saying their sounds aloud, which helps to cement the connection between phonemes and graphemes (Gillingham & Stillman, 1997).

3. Individualized Instruction: The OG approach is tailored to meet the unique needs of each learner. An initial evaluation is administered at the child’s grade level to identify which letter sounds, spelling patterns, and/or sight words the child needs support with. Instruction is adapted to address those needs and continuously modified based on ongoing assessments and the specific challenges a student faces (Gillingham & Stillman, 1997).

4. Emphasis on Phonemic Awareness: A core component is developing phonemic awareness, i.e., the ability to hear, identify, and manipulate phonemes in spoken words. According to Sayeski et al. (2019), “integrating encoding instruction within phonics based instruction has been shown to improve word reading, phonological awareness, comprehension, and spelling outcomes” (p. 245).

Evidence-Based Support for the Orton-Gillingham Method:

The OG-based approach to reading is considered research-based, meaning aspects of the approach have been demonstrated as effective through research. However, research on the overall effectiveness of OG-based interventions is challenged by threats to internal and external validity due to OG’s individualized implementation and delivery context (Sayeski et al., 2019). Below are features of the OG approach and supporting evidence:

1. Multisensory Engagement: In an OG approach, all modalities are engaged to support repeated practice, varied instruction, and multiple representations of concepts. Reading programs with a multisensory focus have been demonstrated to improve literacy skills (Kilpatrick, 2015).

2. Phonemic Awareness and Decoding Skills: Research highlights the OG method's success in enhancing phonemic awareness and decoding skills. A meta-analysis by Ehri et al. (2001) confirmed that explicit phonics instruction, a component of the OG approach, substantially improves students' reading abilities.

3. Systematic Phonics Instruction: The National Reading Panel (2000) reviewed various reading instruction methods and concluded that systematic phonics instruction, which aligns closely with OG principles, is highly effective in teaching reading. This panel's findings reinforce the value of the OG approach's structured and explicit phonics instruction.

Conclusion:

The Orton-Gillingham reading method integrates principles of literacy instruction with evidence-based support to improve reading skills. By incorporating OG principles into instructional practices, educators can provide students with the foundational skills needed for reading success. If you're interested in pursuing Orton-Gillingham reading tutoring, contact Language and Literacy Corner, LLC today by clicking the link to our contact page or calling at: 301-569-2828.

References:

Ehri, L. C., Nunes, S. R., Stahl, S. A., & Willows, D. M. (2001). Systematic phonics instruction and the prevention of reading disabilities: A meta-analysis. Review of Educational Research, 71(3), 393-447. https://doi.org/10.3102/00346543071003393

Gillingham, A., & Stillman, B. (1997). The Gillingham Manual. Educators Publishing Service.

Kilpatrick, D. A. (2015). Essentials of assessing, preventing, and overcoming reading difficulties. John Wiley & Sons.

National Reading Panel. (2000). Report of the National Reading Panel: Teaching children to read. National Institute of Child Health and Human Development.

Sayeski, K. L., Earle, G. A., Davis, R., & Calamari, J. (2019). Orton Gillingham: Who, what, and how. Teaching Exceptional Children, 51(3), 240-249. https://doi.org/10.1177/0040059918787487