Reading is not a natural process; learning to read is quite complex. “The Science of Reading,” representing over 40 years of research, has helped us understand how the brain learns to read. This involves specific regions of the brain.
According to Dr. David Kilpatrick, “Every year, there are hundreds of newly published, scientifically oriented research reports on reading...There is ample research that shows how weak readers can make substantial reading gains, with a fairly large percentage developing normalized reading skills.”
With the use of functional MRIs, researchers have identified the three regions of the brain involved in the process of reading. For students with dyslexia, these areas of the brain activate differently. However, researchers have also found that the “quality of reading instruction impacts a child’s brain white matter development—which is the neural pathways that connect areas of the brain” (EAB Report). This means that with evidence-based instruction, students with dyslexia can learn how to read and activate the correct areas of the brain. Amazing!
What is The Orton Gillingham Approach?
Orton Gillingham is a ressearch-based , structured literacy approach to teaching reading and spelling. There is an emphasis on direct instruction in phonics and phonemic awareness linked to future reading success. Although all students benefit from a structured literacy approach, for struggling readers and students with dyslexia, this type of instruction is essential, as is demonstrated in Nancy Young's Ladder of Reading:
According to this graphic image, up to 65% of students require a structured literacy approach to learn how to read. Since so many aspects of our lives are impacted by our reading ability, our students must be taught with evidence-based instruction.
Ultimately, we read to comprehend. In 1986, Gough and Tumner created “The Simple View of Reading,” which explains how reading comprehension is achieved. The formula is as follows:
Decoding x Language Comprehension = Reading Comprehension.
Orton Gillingham lessons target the decoding side of the equation. If either side of the equation equals zero, reading comprehension cannot occur. With the Orton Gillingham approach, lessons explicitly connect sounds to letters to build a solid foundation for reading and spelling. This starts at the word level. Early readers typically begin by learning the sounds for consonants and short vowels. Then they learn how to read and spell consonant-vowel-consonant (CVC) words. As they continue, the skills build upon each other, and the students begin to understand more complex sounds and patterns, with a focus on the six syllable types. Instructors follow a systematic, cumulative sequence that serves as a roadmap for the student on his or her journey of learning how to read. All sounds and skills are explicitly taught with a multi-sensory approach, engaging visual, auditory, and kinesthetic senses to deepen learning.
It is important to note that Orton Gillingham is not a curriculum or a set of pre-made lessons. Both formal and informal observations and assessments guide the instruction. The Orton Gillingham approach is crafted to meet the individual student’s specific needs. For example, one student may demonstrate mastery of a skill in two lessons, while another may require additional instruction and practice before moving on to other language skills.
Key Takeaways
The Orton Gillingham approach aligns with the science of reading. Reading is not a natural process, but scientists have discovered how the brain learns to read with advancements in technology and many years of research. Students are explicitly taught with a systematic, cumulative phonics sequence to build a strong foundation for reading and writing.
Benefits of Working with a Tutor trained in Orton Gillingham/Structured Literacy
Learning to read is a complex process, and for a student with dyslexia, receiving evidence-based instruction is essential. Educators who have been trained with the Orton-Gillingham method write and deliver lessons based on the individual student’s needs. Assessments are built into each lesson, and a student only moves on when they are ready. This individualized approach ensures that a child develops the proper foundation for future reading success. Reading impacts so much of our lives, and getting your child the appropriate support as soon as possible can be life-changing.
FAQs
How Many Lessons Per Week Should a Student Take?
This depends on the student's specific needs, but we typically recommend two sessions per week.
How Long Does The Lesson Last?
Sessions typically last between 45-55 minutes.
How Will Their Progress Be Tracked?
Instructors track progress formally and informally through observations, note-taking, informal assessments, and formal assessments.
How Long Does The Program Last?
This depends on the student’s specific needs; however, many students benefit from at least two years of instruction.
What Types of Accommodations Should I Advocate For In The Classroom For My Struggling Reader?
Although your child will make progress with a structured literacy intervention, he or she may not be reading at grade level yet. Accommodations will help support your child in the classroom. Many children with dyslexia benefit from some or all of the following accommodations:
Extra time.
Shortened assignments.
Read aloud options: ex. Bookshare for audiobooks, or Read and Write for Chrome extension added to a device
Alternate methods to express learning: ex. options for oral responses instead of written when appropriate.
Visual schedules posted.
Speech to text options.
For more accommodations, visit: https://www.understood.org/articles/en/at-a-glance-classroom-accommodations-for-dyslexia
Where Can I Learn More About The Science of Reading?
This website provides a list of 30 resources to dive deeper into the Science of Reading.