Multi-Sensory Approaches to Literacy

How the Orton-Gillingham method helps students with dyslexia and other reading difficulties

October 2024 Learning Corner

About Dyslexia: 

Dyslexia is a well-documented neurological condition. It is defined as a specific learning disability that is neurobiological in origin, characterized by difficulties with accurate or fluent word recognition, spelling, and decoding abilities (Shaywitz, 2020). These difficulties typically result from a deficit in the phonological component of language that  is unexpected in relation to other cognitive abilities and the provision of effective classroom instruction--therefore, there is no relation between dyslexia or cognitive ability/IQ  (Shaywitz, 2020). 

About Orton-Gillingam and Multisensory Teaching:

These inherent differences mean that it is of paramount importance to provide explicit and direct literacy instruction to students with dyslexia. It is so crucial not only because it ensures that students clearly understand the skills and strategies they need to become proficient readers and writers but also because it provides students with dyslexia with an opportunity to learn how they learn and develop (Farrell, 2019).. The Orton-Gillingham approach involves clear, systematic teaching with specific, step-by-step instructions, which helps prevent misunderstandings and gaps in learning. Multisensory instruction means engaging multiple senses—such as sight, sound, touch, and movement—simultaneously in the learning process. This approach helps reinforce learning by allowing students to use different modalities to understand and remember information, catering to various learning styles and making abstract concepts more concrete (Farrell, 2019).. For example, teaching letters by having students see the letter, say its sound, and trace its shape in sand incorporates visual, auditory, and tactile elements to enhance retention and understanding (Farrell, 2019).

Orton-Gillingham Academy:

The conditional principles of Orton-Gillingham instruction, as defined by the Orton-Gillingham Academy, are provided below:

1. "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.

   1. 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.

   2. 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.

2. 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.

3. 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.

4. Simultaneous Multisensory: Instruction simultaneously utilizes the associations of the auditory (hearing), visual (seeing), and kinesthetic (movement) neural pathways.

   
   

   

   
   

5. 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.

6. 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.

7. Synthetic and Analytic: Instruction employs both synthetic and analytic processes at all levels of language; these processes are reciprocal and must be closely coordinated.

   1. Synthetic Instruction progresses from the parts to the whole. For example, when reading, the learner blends individual sounds, syllables, and morphemes to read words.

   2. Analytic Instruction progresses from the whole to its parts. For example, when spelling, the learner segments the sounds, syllables, or morphemes to spell words.

8. Cognitive: Instruction engages the learner in an active understanding of what they are learning, why they are learning it, and how to apply their learning in a thoughtful way. It encourages thinking and reasoning rather than reliance on rote memorization.

9. Emotionally Sound: Instruction builds confidence and trust by ensuring the learner achieves regular success" (Academy of Orton-Gillingham Practitioners and Educations).

   
   

To learn more about the Orton-Gillingham approach, please click here!

Works Cited

Academy of Orton-Gillingham Practitioners and Educators. (2024, September 23). Academy of Orton-Gillingham Practitioners and Educators Orton-Gillingham Academy Upholding Excellence in Professional Practice. Academy of Orton-Gillingham Practitioners and Educators. https://www.ortonacademy.org/ 

Academy of Orton-Gillingham Practitioners and Educations. (2024, September 23). The Orton-Gillingham Academy Principles of the Orton-Gillingham Approach. Academy of Orton-Gillingham Practitioners and Educators. https://www.ortonacademy.org/resources/og-approach-principles-2/

Farrell, M.L. and White, N.C. (2019). Structured Literacy Instruction. In J.R. Birsh & S. Carreker (Eds.), Mulitsensory Teaching of Basic Language Skills (pp. 35-72). Paul H. Brookes Publishing Co.

Shaywitz, S. & Shaywitz, J. (2020). The Working Brain Reads. In S. Shaywitz & J. Shaywtiz (Eds.), Overcoming Dyslexia (pp. 68-88). Knopf Doubleday Publishing Group.