Empowering Dyslexic Learners:
The Inspiring Journey of Orton Gillingham
Introduction
In the world of education, countless methodologies and approaches have been used to teach reading. However, few have profoundly impacted dyslexic learners like Orton Gillingham. Developed in the early 20th century, this method revolutionized the way dyslexic students learn to read and write. The story behind the development of Orton Gillingham is one of pioneering minds and unwavering dedication, from its humble beginnings to its remarkable impact on classroom success.
Understanding Dyslexia and Orton Gillingham
In the early 20th century, dyslexia was often misunderstood and misdiagnosed as a result of a lack of lack of awareness and research on the condition. Many labeled individuals with dyslexia as “slow learners” or dismissed them as unintelligent. However, Samuel Orton and Anna Gillingham laid the groundwork for a more comprehensive understanding of dyslexia as a specific learning disorder affecting reading and language processing. Over time, advancements in neuroscience and cognitive psychology have shed light on the neurological basis of dyslexia, highlighting differences in brain activation and connectivity in individuals with the condition.
Dyslexia is a language-based disability that causes difficulty in reading, writing, and comprehension
Orton Gillingham (OG) is a language-based approach of helping children who have dyslexia. This method teaches reading in a way that is structured ,multisensory, direct, explicit, sequence, diagnostic, and prescriptive1 all of which together to help students develop new pathways in the brain for learning to take place.,
The Pioneers Behind Orton Gillingham
Samuel Orton
Dr. Samuel Orton (1879-1948) was the neuropsychiatrist and pathologist known for bringing attention to the source of language processing difficulties. He first began working with adults who had brain injuries and sought to determine how certain areas of the brain affected his patients’ abilities.
Through a mobile clinic he had set up while working with his patients, he met some children who, like his brain-injured patients, also had difficulty with language tasks but who had not had a brain injury and were of average to above average intelligence. This piqued his curiosity about the causes of reading difficulties and how they related to brain function, and it led him down a path that would become his life’s work about how the brain processes language.
Although brain imaging was not fully developed at this point, Dr. Orton applied his knowledge about brain function gained from his work with brain-injured patients to the children he later worked with who were experiencing reading difficulties. Dr. Orton believed there were certain language-focused pathways in the brain that support the association of visual words to their spoken forms. However, for some, these language pathways were not working correctly, causing a slower or incorrect output of information. He found a consistent theme in that those with language difficulties had a decreased ability to access the left hemisphere of the brain where language processing (and more specifically, reading) primarily takes place2.
Dr. Orton coined the term “strephosymbolia,”3 which means “twisted symbols” and is now known as dyslexia, through his observations of children reversing or transposing letters.
He believed there was something causing a breakdown in the communication line of the left hemisphere of these children’s brains—where language is primarily processed—causing impairment in students’ reading and spelling abilities.
Dr. Orton’s education and experience led him to conclude that human behavior is affected by the brain’s ability to process information, and that the brain can compensate for deficiencies through multisensory instruction (visual, auditory, and kinesthetic-tactile senses) because this instruction simultaneously reaches both hemispheres of the brain, resulting in the creation of new neural pathways for language to be processed.
Anna Gillingham (1878-1963) was an educator and psychologist. She and her cohort, Betsy Stillman (another famous contributor to the Orton-Gillingham approach) developed an educational manual called The Gillingham Manual: Remedial Training for Children with Specific Disability in Reading, Spelling and Penmanship. Widely accepted and recognized as authoritative on the subject, this manual is still used today as the foundation for Orton-Gillingham-based reading methods. It advocates for using both reading instruction that simultaneously accesses different neurological parts of the brain and for the use of alphabetic phonics to teach the structure of language, including phonograms (letters and their associated sounds), morphology (prefixes, suffixes, roots) and spelling rules. This method provided strategies where readers could connect letters with their associated sounds and build on those connections to decode syllables, words, and sentences, significantly reducing lists of words that needed to be memorized to those who were non-phonetic. These strategies were taught in a very sequential format that involved the visual, auditory, and kinesthetic-tactile senses simultaneously.
Anna Gillingham also believed that children who were expected to read and write at too early an age could be harmed by it. Her belief originated from her own experiences as a child. In her early elementary years, she learned mathematics, geography, etc., but she did not learn to read until she was nearly 10 years old. She stated that her parents desired for her to gain knowledge in a wide variety of subject areas before introducing her to the idea of mapping letters to their sounds. She even encouraged several schools to wait to teach reading until the second grade. According to her research, the human brain was not sufficiently developed until at least the age of six or seven with the capacity to undertake the reading endeavor. Given that children also mature at different rates, Gillingham felt very strongly that forcing children to take on such an intellectually challenging task as reading would only create undue frustration and discouragement for those whose brains were not yet up to the task. Rather, she felt that it would be more productive to read to young children as they are developing their visual and auditory discrimination until their brains are ready to undertake the reading process on their own.
Anna Gillingham
The Impact of Orton Gillingham
Orton Gillingham marked a turning point in the field of dyslexia education. Prior to its development, dyslexic learners faced significant challenges in the classroom.
At its core, Orton-Gillingham is a highly personalized method. It recognizes that every learner is unique, and it tailors instruction to suit individual needs. This approach doesn’t just focus on reading; it addresses all aspects of language, including phonetics, phonology, morphology, syntax, and semantics. By breaking down language into its fundamental components, Orton-Gillingham provides learners with a comprehensive understanding that goes beyond surface-level reading.
One of the most significant impacts of Orton-Gillingham instruction is its emphasis on multisensory learning. By engaging multiple senses—seeing, hearing, touching—learners forge strong connections within their brains. This approach is particularly effective for individuals with dyslexia, as it helps them overcome the challenges they face in decoding words and recognizing patterns. Over time, these multisensory experiences lead to improved reading skills and a boost in confidence.
Another aspect of Orton-Gillingham instruction is its structured and sequential nature. Lessons are carefully designed to build upon previous concepts, ensuring a solid foundation for learners. This method helps struggling readers establish a sense of continuity in their learning, reducing frustration and fostering a positive attitude towards reading.
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The impact of Orton-Gillingham instruction extends far beyond the classroom. As learners gain confidence in their reading abilities, they often experience a renewed sense of self-esteem. They no longer see themselves as struggling or inadequate but as capable individuals who can conquer challenges. This newfound confidence often leads to improvements in other academic areas and even in their overall quality of life.
Moreover, the Orton-Gillingham approach has had a ripple effect in education. Educators and specialists trained in this method bring its principles to mainstream classrooms, making education more inclusive and adaptable. By embracing the personalized, multi-sensory, and structured elements of Orton-Gillingham, teachers can cater to diverse learning styles, ensuring that no student is left behind.
The Legacy of Orton Gillingham
The story of Orton Gillingham serves as a reminder of the power of innovation, dedication, and the belief that every learner deserves a chance to succeed. Its enduring legacy is seen in the success stories of dyslexic learners who have overcome their challenges and achieved academic success. As we continue to strive for inclusive and effective education, the impact of Orton Gillingham will continue to empower dyslexic learners worldwide.
