The Orton-Gillingham method was developed by Anna Gillingham and Samuel Orton in the 20th century. It emphasizes a multidisciplinary learning style and triple reinforcement. It is beneficial for young children and those with dyslexia or learning disabilities, but its effectiveness in widespread use is conflicting. The Academy of Orton-Gillingham Practitioners and Educators offers accreditation to institutions and teachers.
The Orton-Gillingham method of reading and writing was developed in the 20th century. Using a multifaceted approach to reading and writing comprehension, the founders believed that information would become more firmly implanted in students’ minds. The Orton-Gillingham approach is rarely used in public education today, but it has found some acceptance in classrooms for children with learning disabilities, dyslexia, or autism.
The founders of this learning method were both staff members of the prestigious Columbia University. Anna Gillingham was an education specialist with a history of success in teacher education. Samuel Orton was a highly respected pathologist and psychiatrist with a particular interest in studying children with learning disabilities. Gillingham incorporated Orton’s methods into his training manuals, eventually publishing what would become the standard for the Orton-Gillingham method, Remedial Training for Children with Specific Disability in Reading, Spelling and Callingham. First published in 1935, the book would quickly become the foundation for the primary method of reading and writing instruction in American public schools.
The Orton-Gillingham approach emphasized a multidisciplinary learning style. In addition to copying a letter, the student would speak it aloud and, using his hand, draw it in the air. Proponents believe this is triple reinforcement, giving a child multiple triggers to help them remember the letter or word.
In addition to tri-application learning, teachers need to work in a structured way. Letters should be fully understood before moving on to words, sentences, and so on. If difficulties arise later about a particular concept, the teacher should start over. This makes it difficult to use the Orton-Gillingham approach in large group settings, as students may learn at very different paces. The variance in student understanding is thought to be one of the reasons the method works best in one-on-one situations or in small groups.
Despite the widespread use of the Orton-Gillingham approach, several scientific studies on the effects of the program have returned conflicting or contradictory results. Despite the method’s inability to prove uniformly effective in widespread use, it is still considered beneficial for very young children or those who struggle with dyslexia or other learning disabilities. A non-profit organization called The Academy of Orton-Gillingham Practitioners and Educators oversees the proper use and learning of the Orton-Gillingham approach. This New York-based organization offers accreditation to institutions and teachers, especially in helping dyslexic students.
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