How Multisensory Orton Gillingham Instruction Helps the Brain Process Language
Introduction
In my previous blog post, I talked about how the brain processes language and the impact of reduced function in certain areas of the brain on an individual’s langauge abilities . In this blog post, I will discuss how multisensory Orton Gillingham instruction can help improve these language abilities by accessing multiple areas of the brain by integrating visual, auditory, and kinesthetic-tactile pathways simultaneously which can significantly improve a person’s ability to read and spell.
The Language Triangle
The simultaneous use of the visual, auditory, and kinesthetic-tactile pathways in the brain is referred to as the language triangle.
The Orton-Gillingham Approach: A Multisensory Journey
- Visual Learning: Engaging the Occipital Lobe
- Auditory Learning: Engaging the Temporal Lobe
- Kinesthetic-tactile Learning: Engaging the Parietal Lobe
The occipital lobe (located in the back of the brain) is primarily responsible for processing visual information.
How Orton Gillingham instruction engages this pathway:
– highlighting targeted phonogram/word parts in a word
– letter tiles
– letter/sound mapping sheets
– visual drill- flashcards
– word sorts- categorizing words according to their spelling patterns
– visualization exercises- mentally picturing words or their spelling patterns
– charts/diagrams- illustrating the progression of phonics rules or spelling patterns
Dyslexic individuals often struggle with recognizing and recalling visual symbols, such as letters and words. Orton-Gillingham utilizes visual aids like flashcards, letter tiles, and color-coding to enhance visual memory and recognition. These tools capitalize on the brain’s natural visual processing abilities.
2. Auditory Learning: Tapping into Temporal Lobe
While the temporal lobe is the central hub for language processing, the parietal lobe also plays a role in auditory processing. The Orton-Gillingham approach incorporates auditory learning strategies to support reading and language skills.
- Phonics Instruction: Dyslexic learners benefit from explicit phonics instruction that helps them understand the connection between sounds and letters. For example, students write words containing recently introduced phonograms saying each letter out loud while writing it. This process activates the auditory processing centers in the temporal and parietal lobes, allowing individuals to better grasp the nuances of language and solidify the letter-sound connection.
Kinesthetic-Tactile Learning: Activating the Sensory-Motor Cortex
The sensory-motor cortex, located in the parietal lobe, is engaged in kinesthetic-tactile learning. Dyslexic individuals often struggle with the physical aspect of writing and reading. The Orton-Gillingham approach incorporates activities that leverage these sensory-motor areas.
- Tactile Engagement: Dyslexic students may engage in activities like tracing letters in sand, shaping them with clay, or tapping out rhythms. These activities stimulate the sensory-motor cortex, allowing individuals to feel and manipulate letters and words, enhancing their kinesthetic-tactile learning experience.
The Orton-Gillingham Approach: A Multisensory Journey
1. Visual Learning: Engaging the Occipital Lobe
The occipital lobe (located in the back of the brain) is primarily responsible for processing visual information.
- How Orton Gillingham instruction engages this pathway:
– highlighting targeted phonogram/word parts in a word
– letter tiles
– letter/sound mapping sheets
– visual drill- flashcards
– word sorts- categorizing words according to their spelling patterns
– visualization exercises- mentally picturing words or their spelling patterns
– charts/diagrams- illustrating the progression of phonics rules or spelling patterns
Dyslexic individuals often struggle with recognizing and recalling visual symbols, such as letters and words. Orton-Gillingham utilizes visual aids like flashcards, letter tiles, and color-coding to enhance visual memory and recognition. These tools capitalize on the brain’s natural visual processing abilities.
2. Auditory Learning: Tapping into Temporal and Parietal Lobes
While the temporal lobe is the central hub for language processing, the parietal lobe also plays a role in auditory processing. The Orton-Gillingham approach incorporates auditory learning strategies to support reading and language skills.
- Phonics Instruction: Dyslexic learners benefit from explicit phonics instruction that helps them understand the connection between sounds and letters. For example, students write words containing recently introduced phonograms saying each letter out loud while writing it. This process activates the auditory processing centers in the temporal and parietal lobes, allowing individuals to better grasp the nuances of language and solidify the letter-sound connection.
Kinesthetic-Tactile Learning: Activating the Sensory-Motor Cortex
The sensory-motor cortex, located in the parietal lobe, is engaged in kinesthetic-tactile learning. Dyslexic individuals often struggle with the physical aspect of writing and reading. The Orton-Gillingham approach incorporates activities that leverage these sensory-motor areas.
- Tactile Engagement: Dyslexic students may engage in activities like tracing letters in sand, shaping them with clay, or tapping out rhythms. These activities stimulate the sensory-motor cortex, allowing individuals to feel and manipulate letters and words, enhancing their kinesthetic-tactile learning experience.
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