Despite having the same objective of assisting students to become better readers, each program has its own techniques and approaches, and their approaches to teaching and general philosophies vary. Discover which program would be the greatest fit for your struggling reader as we compare and contrast Orton Gillingham and Reading Recovery.

Evolution and progression of Orton-Gillingham and Reading recovery approaches

1. Orton Gillingham History and Development

As stated in many quotes, pathologist Samuel T. Orton, who treated patients with adult brain injury, set up a mobile clinic to assess underachieving youngsters who were recommended by teachers. He discovered that several of the pupils who had been referred simply had reading issues while having IQs that were near, normal, or above average.

To address this problem, Orton developed the idea of “multi-sensory” instruction. Later, he teamed together with psychologist and educator Anna Gillingham to develop the Orton-Gillingham approach. In order to teach sets of 70 phonograms, single letters, and letter pairings that represent the 44 distinct sounds found in English, Gillingham developed a methodical and organized technique. The strategy reduced the number of words in a language that a youngster had to memorize to just those that weren’t phonetically based.

Students may readily produce meaningful syllables using the sequential, alphabetic-phonetic, multi-sensory Orton-Gillingham technique. This method integrates kinesthetic, visual, and auditory learning techniques to aid individuals with reading impairments in learning to read. The approach has proven effective and is still often used to assist kids with dyslexia and other reading problems in strengthening their reading ability.

2. Reading recovery history & development

For English-speaking children aged five or six who have the lowest reading achievement following their first year of school, Reading Recovery is a discredited short-term intervention strategy. For instance, a referral to a Reading Recovery program might be acceptable for a kid who, after a year in school, is unable to read the simplest of books or write their own name. The intervention entails rigorous one-on-one classes with a tutor using the Reading Recovery technique for 30 minutes a day for a period of 12 to 20 weeks.

In the 1970s, Marie Clay, a teacher from New Zealand, created Reading Recovery. Clay established reading as a message-getting and problem-solving activity and writing as a message-sending and problem-solving activity following extensive studies of early readers. Clay proposed that both tasks included relating unseen oral language patterns to audible symbols. Since research has revealed the strategy to be ineffectual, it has come under more and more scrutiny in the twenty-first century.

Differences between Orton-Gillingham and Reading Recovery

Two methods of teaching reading that are often applied in the educational profession are Orton-Gillingham (OG) and Reading Recovery (RR). Both strategies strive to aid struggling readers in strengthening their abilities, but there are some significant distinctions between them.

1. Method of instruction: Many books state how OG is a phonics-based, methodical, organized, and explicit approach to teaching reading. It emphasizes teaching pupils how to decipher words as well as the sounds and grammar of the English language. RR, on the other hand, is a one-on-one intervention program that seeks to assist students who are having difficulty with reading and writing by offering them individualized teaching and assistance.

2. Target audience: Students with dyslexia or other learning problems that impair their ability to read are frequently treated with OG. Contrarily, RR is frequently utilized with first-graders who are having trouble with reading and writing.

3. Time commitment: While RR is an intense intervention that is often taught for 12 to 20 weeks, OG is typically taught over a longer period of time, frequently spanning several years.

4. Teacher preparation: While RR may be taught by any qualified teacher, OG needs specialized training for teachers and tutors to become accredited in the technique.

5. Price: Due to the specialized training needed for instructors and tutors, OG is sometimes more expensive than RR.

Pros and cons of Orton-Gillingham

Pros of Orton-Gillingham:

1. Strategy is systematic and structured and has been proven to be successful with pupils who have dyslexia and other learning impairments.
2. Emphasizes the development of phonics and decoding abilities, which are essential for successful reading.
3. Highly customized and adapted to the requirements of each learner.
4. All ages of pupils may utilize it.
5. Teachers and tutors who have received training in the method can apply it in a variety of contexts.

Cons of Orton-Gillingham:

1. Many tools and resources need specialized training, which may be costly and time-consuming.
2. Might be challenging to apply in a situation with many children in a classroom.
3. For pupils who have difficulties with comprehension or other reading-related skills, this method might not be successful.
4. Time-consuming and may call for many sessions each week.
5. Due to the price and lack of qualified teachers, it might not be affordable for many pupils.

Pros and cons of Reading Recovery

Pros of Reading Recovery:

1. Gives struggling readers intense, specialized help.
2. Enhances kids’ self-worth and confidence by assisting them in achieving success in their reading and writing.
3. Can be swiftly put into practice, and students usually show improvement after a few weeks.
4. A wide range of kids, even those who may not have learning difficulties but are merely having trouble with reading and writing, can benefit from it.
5. Can be used in a school environment with no impact on the general curriculum.

Cons of Reading Recovery:

1. Can be pricey, especially if used extensively.
2. Requires both instructors and students to put in a lot of time.
3. For kids with significant learning difficulties or other underlying disorders that impair their ability to read and write, this method might not be helpful.
4. Due to price and availability, some students might not be able to access it.
5. Strongly relies on individual assistance, which might not be possible for schools with minimal resources.

What does research state for both?

The Orton-Gillingham approach is a structured and systematic method of teaching phonics that is designed to help students with dyslexia and other learning disabilities improve their reading and writing skills. The approach involves breaking down words into their component sounds and teaching students to recognize and decode these sounds.

The research study^[1] is an article by Tom Nicholson titled “Orton-Gillingham approach – what is it and is it research-based?” which was published in the LDA Bulletin in May 2011. The article provides an overview of the Orton-Gillingham approach to teaching reading and writing, discusses the research on the approach, and evaluates its effectiveness.

Apart from the fact that the OG approach has various reading programs, The Reading recovery program has the most significant effect on discontinued students on measures designed for the program. A meta-analysis^[2] was conducted on 36 studies of Reading Recovery (RR), which is a tutorial intervention designed to improve the literacy skills of low-performing first-grade students.

The meta-analysis found positive program effects for both discontinued and not discontinued students on outcomes tailored to the program and standardized achievement measures. The researchers found no evidence suggesting that the observed effects could be entirely explained by factors resulting from methodological flaws, such as regression artifacts. The study challenges conventional belief and provides evidence for the effectiveness of the Reading Recovery program.

Which is better for kids with LD?

Despite the fact that both programs have been proven to be successful for students with learning impairments, they each take a distinct approach and could be more beneficial for particular learner types. While Reading Recovery may be better suitable for kids who struggle with fundamental reading abilities but do not have a diagnosed learning disability, Orton Gillingham is often advised for individuals with serious reading issues or dyslexia.

The optimal strategy for each individual kid will ultimately depend on their unique requirements and the suggestions made by their education team. In order to decide what is ideal for each kid, it is crucial to engage closely with educators and other professionals who have received training in these programs.

Table of Comparison

Note that while both approaches aim to improve reading skills, they differ in their methodology, instructional format, target population, and emphasis on specific skills. Orton Gillingham is a systematic, multi-sensory approach that emphasizes phonics, spelling, fluency, and comprehension, while Reading Recovery is a one-to-one teaching approach that aims to accelerate reading progress in children with limited emphasis on phonics and spelling. Additionally, Orton Gillingham typically requires more extensive training for instructors compared to Reading Recovery.

Conclusion

To sum up, both Orton Gillingham and Reading Recovery are research-based reading intervention programs that might be useful in assisting children with learning difficulties in developing their reading ability. However, the decision between the two will be based on the particular requirements of each student.

While Reading Recovery may be better suitable for kids who are having trouble with fundamental reading abilities but do not have a recognized learning disability, Orton Gillingham is often advised for students with dyslexia or major reading challenges.

At the same time, it is often compared to other programs like Lindamood Bell, Barton Reading Program, and even Willson Reading Approach. In the end, the choice should be taken after consulting with educators and other experts who have been educated in these programs and can offer advice based on the particular requirements of each kid.

References

1. Orton-Gillingham approach – what is it and is it research based. (n.d.). https://www.researchgate.net/profile/Tom-Nicholson/publication/343626683_Nicholson_2011_-_Orton_Gillingham_approach_-_what_is_it_and_is_it_research_based_-_LDA_Bulletin_43_No_1_May/links/5f34b26f299bf13404be776a/Nicholson-2011-Orton-Gillingham-approach-what-is-it-and-is-it-research-based-LDA-Bulletin-43-No-1-May.pdf
2. D’Agostino, J. A., & Murphy, J. A. (2004). A Meta-Analysis of Reading Recovery in United States Schools. Educational Evaluation and Policy Analysis, 26(1), 23–28. https://doi.org/10.3102/01623737026001023

Manpreet Singh

An engineer, Maths expert, Online Tutor and animal rights activist. In more than 5+ years of my online teaching experience, I closely worked with many students struggling with dyscalculia and dyslexia. With the years passing, I learned that not much effort being put into the awareness of this learning disorder. Students with dyscalculia often misunderstood for having  just a simple math fear. This is still an underresearched and understudied subject. I am also the founder of Smartynote -‘The notepad app for dyslexia’, 

The post Orton Gillingham vs Reading Recovery: What’s the difference? appeared first on Number Dyslexia.

 It’s a clash of pedagogical titans, each aiming to deliver a knockout educational experience. So, grab your popcorn and get ready to witness a captivating comparative analysis that explores the strengths, weaknesses, and secret techniques of these two powerhouse methods. Let the duel begin, where the Orton Gillingham Method and the Montessori Method compete for the crown of student success!

Orton Gillingham and Montessori method: Addressing the needs of diverse learners

Orton Gillingham and Montessori are two distinct educational approaches that have been proven effective in helping learners develop important skills and knowledge. The Orton Gillingham Method and the Montessori Method are both renowned for their ability to address the diverse needs of students, albeit through different approaches.

Developed by Samuel Orton and Anna Gillingham, the Orton Gillingham Method came into the limelight in the 20th century. The Orton Gillingham Method, originally developed to support individuals with dyslexia, is highly individualized and personalized. Many Orton Gillingham quotes suggest how it is a structured, multisensory approach to teaching literacy skills, particularly for students with dyslexia or other reading difficulties.

Teachers using this method assess each student’s strengths, weaknesses, and learning styles to tailor instruction accordingly. By understanding the specific needs of each learner, teachers can provide targeted interventions and strategies to address challenges and build upon strengths. The method’s multisensory techniques engage multiple senses, allowing students to make connections between language sounds, symbols, and meaning.

This approach benefits diverse learners, including those with different learning preferences or processing styles. Additionally, the structured and sequential nature of the Orton Gillingham Method ensures that students progress through concepts at their own pace, providing them with a solid foundation in literacy skills.

On the other hand, as per Maria Montessori’s quotes,  the Montessori Method focuses on creating a prepared environment that caters to the diverse needs of students. This approach is used in both early childhood and elementary education settings. The classroom is designed to accommodate different learning styles and abilities, offering a wide range of materials and activities.

Students have the freedom to choose materials and engage in activities that align with their interests and developmental levels. This child-centered approach allows students to work at their own pace, receiving individualized guidance from teachers. The Montessori Method also encourages multi-age groupings, enabling students to interact with peers of different abilities. This arrangement promotes collaboration, mentorship, and peer learning, allowing students to benefit from the diverse experiences and skills of their classmates.

In summary, the Orton Gillingham Method addresses the diverse needs of students through individualized instruction, multisensory techniques, and structured progression. Meanwhile, the Montessori Method meets the needs of diverse learners by providing a prepared environment, individualized progress, and multi-age groupings.

Both methods emphasize the importance of recognizing and accommodating the unique abilities, learning styles, and developmental levels of each student, promoting inclusive education and fostering optimal learning experiences. Additionally, both methods value hands-on learning and use concrete experiences to help students understand abstract concepts.

The goals and objectives of the Orton Gillingham and Montessori methods: A comparative analysis

The Orton Gillingham and Montessori methods are both educational approaches that have unique goals and objectives. While the Orton Gillingham method primarily focuses on teaching individuals with dyslexia or other specific learning disabilities, the Montessori method aims to foster holistic development and independent learning in children. Let’s delve into a comparative analysis of their goals and objectives:

1. Orton Gillingham method:

Goal:

The primary goal of the Orton Gillingham method is to provide effective instruction to individuals with specific learning disabilities, particularly dyslexia. It aims to help students develop strong reading, writing, spelling, and language skills.

Objectives:

a. Provide systematic and explicit instruction: The method emphasizes breaking down language skills into smaller, manageable parts and providing step-by-step instruction to ensure mastery.

b. Address individual needs: The Orton Gillingham approach recognizes that each learner has unique strengths and weaknesses, and it tailors instruction to meet individual needs.

c. Multi-sensory instruction: The method incorporates various senses, such as sight, sound, touch, and movement, to enhance learning and memory retention.

d. Structured and sequential learning: Instruction follows a structured and sequential order, moving from basic skills to more complex concepts, and building a strong foundation.

e. Continuous assessment: Regular assessment is conducted to monitor progress, identify areas of difficulty, and adapt instruction accordingly.

2. Montessori Method:

Goal:

The Montessori method aims to nurture the overall development of children, fostering independence, self-motivation, and a love for learning. It seeks to cultivate well-rounded individuals who are capable of critical thinking, problem-solving, and social interaction.

Objectives:

a. Individualized education: Montessori education recognizes and respects the unique developmental needs and interests of each child. It provides individualized instruction, allowing children to progress at their own pace.

b. Hands-on learning: The method emphasizes the use of concrete materials and experiential learning, allowing children to explore and discover concepts through hands-on activities.

c. Self-directed learning: Montessori classrooms encourage children to take ownership of their learning, making choices and setting goals independently, while teachers serve as guides and facilitators.

d. Holistic development: The method focuses on developing various aspects of a child, including intellectual, social, emotional, and physical development.

e. Mixed-age classrooms: Montessori classrooms often have mixed-age groups, which promote peer learning, collaboration, and the development of leadership skills.

In conclusion, while the Orton Gillingham method aims to address specific learning disabilities and develop strong foundational language skills, the Montessori method focuses on holistic development and fostering independent, self-directed learners. Both approaches have their distinct goals and objectives, tailored to meet the specific needs and objectives of their respective educational contexts.

Differentiated instruction in Orton Gillingham and Montessori method: meeting the needs of all learners

Both the Orton Gillingham and Montessori methods incorporate different elements of instruction to support the needs of all learners. 

Orton Gillingham:

•   Phonemic awareness: The Orton Gillingham method uses a variety of multisensory activities to help students recognize and manipulate individual sounds in words, which is an essential skill for reading and writing. For example, students might use letter tiles to build words, then manipulate the tiles to change the sounds. Furthermore, there are a few OG-based reading programs that can prove to be beneficial for the kids. 
•  Structured language instruction: Orton Gillingham breaks down the English language into its component parts, teaching students the rules and patterns that govern its structure.
•  Multisensory instruction: Orton Gillingham’s instruction engages multiple senses to help students process and retain information. For example, students might trace letters in sand or draw letters in shaving cream to help reinforce their learning.

Montessori:

• Emergent literacy: Montessori emphasizes the importance of developing a love of language and reading from an early age, through activities such as storytelling, singing, and poetry.
• Individualized Lesson Plans: Montessori teachers observe and assess each learner’s progress and interests. Based on these observations, teachers provide individualized guidance, present new materials, and offer extensions to match learners’ needs and abilities. Teachers adapt their instruction to meet the unique learning styles and readiness of each learner.
•  Sensorial exploration: Montessori encourages children to explore the world around them using their senses, which helps build their understanding of language and the written word. For example, children might use sandpaper letters to explore the shapes and sounds of different letters, or trace letters in salt or rice.

Orton Gillingham and Montessori use different methods to teach reading, writing, and spelling rules. Orton Gillingham focuses on structured, multisensory instruction to teach literacy skills, while Montessori emphasizes emergent literacy, self-directed learning, and sensorial exploration.

How the Orton Gillingham method supports literacy development: Benefits and challenges

The Orton Gillingham Method is a highly structured and explicit approach to teaching literacy skills, particularly for individuals with dyslexia or other specific learning disabilities. This method offers several benefits in supporting literacy development. Here are some key ways in which the Orton Gillingham Method benefits learners:

1. Systematic and Sequential Instruction:

The Orton Gillingham Method provides a systematic and sequential approach to teaching literacy skills. It breaks down language skills into smaller, manageable parts and presents them in a logical order. This structured approach ensures that learners develop a strong foundation in phonemic awareness, phonics, decoding, spelling, and reading comprehension skills.

2. Multisensory Instruction:

The Orton Gillingham Method employs a multisensory approach to instruction, integrating visual, auditory, kinesthetic, and tactile elements. Learners engage multiple senses simultaneously to enhance learning and memory retention. The use of multisensory techniques, such as tracing letters in sand or tapping out syllables, helps solidify the connection between sounds and symbols, improving reading and spelling skills.

3. Individualized Instruction:

The Orton Gillingham Method recognizes that learners with dyslexia or specific learning disabilities have unique strengths and weaknesses. It emphasizes individualized instruction tailored to meet the specific needs of each learner. By assessing learners’ strengths, weaknesses, and learning styles, teachers can personalize instruction and address specific difficulties, ensuring that learners receive targeted support.

4. Explicit and Direct Instruction:

The Orton Gillingham Method provides explicit and direct instruction, leaving no room for guessing or assuming knowledge. Concepts are taught explicitly and thoroughly, ensuring that learners understand the underlying rules and patterns of language. This approach helps learners build a strong foundation and develop a deep understanding of language structure and usage.

5. Continuous Assessment and Progress Monitoring:

The Orton Gillingham Method employs continuous assessment and progress monitoring to track learners’ progress and adjust instruction accordingly. Regular assessment allows teachers to identify areas of difficulty, address gaps in knowledge, and modify instruction as needed. This ongoing feedback loop ensures that learners receive targeted and individualized support to overcome challenges and make steady progress.

6. Self-Confidence and Self-Esteem:

By providing structured and individualized instruction, the Orton Gillingham Method helps learners with dyslexia develop self-confidence and improve their self-esteem. As learners experience success through targeted instruction, their confidence in their literacy skills grows. They become more motivated to engage with reading and writing, leading to improved overall academic performance and a positive attitude toward learning.

7. Transferable Skills:

The skills taught in the Orton Gillingham Method, such as phonemic awareness, decoding, and spelling strategies, are transferable to various reading and writing contexts. Learners develop strategies and techniques that can be applied across different texts, genres, and subject areas. This empowers learners to become independent readers and writers, capable of tackling a wide range of literacy tasks.

While the Orton Gillingham Method is highly effective in supporting literacy development, it also presents some challenges. Here are a few challenges associated with implementing the 

• Time-intensive: The Orton Gillingham Method requires significant time and effort for planning and implementation. High levels of customization and attention to detail can be time-consuming for educators, especially in larger classroom settings.
• Specialized training: Effective implementation of the Orton Gillingham Method requires specialized training for teachers. Educators need to develop a deep understanding of the method’s principles, techniques, and strategies. Acquiring the necessary knowledge and skills to implement the method with fidelity may require additional professional development and ongoing support.
• Limited availability of trained professionals: Finding teachers who are trained in the Orton Gillingham Method can be challenging. The specialized training required for effective implementation is not widely available, which can limit the accessibility of the method to students who would benefit from it.
• Individualized instruction: The Orton Gillingham Method’s focus on individualized instruction can present logistical challenges in a classroom setting with a diverse range of learners. Providing personalized instruction to each student can be demanding, especially when class sizes are large and resources are limited. Balancing the needs of individual learners with the demands of a group setting requires careful planning and organization.
• Sustaining implementation fidelity: Consistently implementing the Orton Gillingham Method with fidelity can be challenging, particularly when there is staff turnover or a lack of ongoing support and supervision. Ensuring that educators receive ongoing support, professional development, and opportunities for collaboration can help sustain implementation fidelity.
• Integration with other curriculum areas: While the Orton Gillingham Method primarily focuses on literacy development, integrating it seamlessly with other curriculum areas can be a challenge. Finding ways to connect the method’s techniques and strategies with other subjects, such as science or social studies, requires thoughtful planning and coordination among teachers.

The Montessori Method and the whole child: Opportunities and risks

Summarized below are some of the key advantages and disadvantages of the Montessori method:

Benefits:

• Individualized learning: The Montessori Method recognizes and respects the unique developmental needs, interests, and abilities of each child. It provides a personalized learning experience, allowing students to progress at their own pace and explore subjects of interest. This individualized approach promotes a love for learning, intrinsic motivation, and a sense of empowerment.
• Holistic development: The Montessori Method focuses on the holistic development of the child, encompassing intellectual, social, emotional, and physical growth. The curriculum includes not only academic subjects but also practical life skills, sensorial experiences, cultural studies, and the development of social skills and empathy. This comprehensive approach fosters well-rounded individuals who are prepared for various aspects of life.
• Prepared environment: Montessori classrooms are carefully designed environments that are rich in age-appropriate materials and activities. These environments encourage exploration, independence, and self-discovery. The materials are meticulously chosen to promote sensory experiences, problem-solving, and the development of fine motor skills. The prepared environment supports concentration, self-discipline, and the development of executive functions.
• Hands-on learning and concrete experiences: The Montessori Method emphasizes hands-on learning experiences through the use of specially designed materials. These materials allow children to manipulate, explore, and engage with abstract concepts in a concrete manner. By actively engaging with the materials, children develop a deeper understanding of concepts and enhance their critical thinking skills.
• Mixed-age classrooms and peer learning: Montessori classrooms typically have mixed-age groups, where children of different ages learn together. This arrangement promotes collaboration, cooperation, and peer learning. Younger children have the opportunity to learn from older ones, while older children reinforce their knowledge by mentoring younger peers. Mixed-age classrooms foster a sense of community, empathy, and social skills development.
• Respect for individuality and freedom within limits: The Montessori approach respects the individuality of each child and allows freedom within appropriate boundaries. Children are given the freedom to choose their work, engage in uninterrupted learning, and make decisions. However, this freedom is balanced with clear guidelines and limits that ensure a safe and respectful learning environment.

Limitations:

• Limited emphasis on structured academic instruction: Montessori education tends to prioritize individual exploration and self-directed learning over structured academic instruction. While this approach fosters creativity and independent thinking, it may not adequately prepare students for standardized tests or traditional academic settings that require more structured learning experiences.
• Potential for gaps in knowledge: The Montessori Method allows children to pursue their interests and choose activities independently. While this promotes individualized learning, there is a possibility that some essential subjects or concepts may be overlooked if they are not actively pursued by the child or addressed in the curriculum. Consequently, there may be gaps in certain areas of knowledge.
• Varied implementation and consistency: The Montessori Method is not standardized, and there can be significant variation in its implementation across different schools and classrooms. The quality and fidelity of the Montessori approach can vary, leading to inconsistencies in the educational experience for students. It is essential to research and choose Montessori schools carefully to ensure they align with your educational goals.
• Limited emphasis on traditional assessment: Montessori education places less emphasis on traditional forms of assessment, such as tests and grades, and focuses more on qualitative observations and developmental milestones. While this approach offers a comprehensive view of a child’s progress, it may present challenges when transitioning to educational systems that rely heavily on traditional assessments.
• Teacher training and expertise: Effective implementation of the Montessori Method relies heavily on well-trained and knowledgeable teachers who understand the philosophy and methodology. However, not all Montessori teachers may receive comprehensive training, leading to inconsistencies in the quality of instruction and implementation.
• Limited availability and accessibility: Montessori education may not be as widely available or accessible as traditional educational options, particularly in certain regions or socioeconomic contexts. Limited availability can restrict parents’ choices or make it challenging to enroll their children in a Montessori program.

Comparative analysis of the techniques used in the Orton Gillingham and Montessori methods

Orton Gillingham and Montessori teaching methods have different philosophies and goals, there are some similarities and differences in the techniques and strategies used in each approach.

Similarities:

• Multisensory Instruction: Both the Orton Gillingham and Montessori methods emphasize the importance of engaging multiple senses in the learning process. They recognize that incorporating visual, auditory, kinesthetic, and tactile experiences can enhance understanding and retention of concepts. Both methods utilize materials and activities that encourage hands-on exploration and manipulation to support multisensory learning.
• Individualized Learning: Both methods recognize the value of tailoring instruction to the individual needs and interests of learners. The Orton Gillingham and Montessori methods prioritize providing personalized learning experiences that meet each learner’s unique developmental level and pace. They aim to create environments where children can progress at their own speed and engage in activities that match their abilities and interests.
• Hands-On Learning: Both methods promote hands-on learning experiences as a means to deepen understanding and develop skills. They provide materials and activities that allow children to manipulate objects, engage in sensory experiences, and actively participate in their learning. This hands-on approach encourages active engagement, exploration, and discovery, facilitating meaningful learning experiences.
• Multi-Age Grouping: Both the Orton Gillingham and Montessori methods utilize mixed-age groupings in their educational settings. This approach allows children to interact and learn from peers of different ages. It promotes collaboration, socialization, and the development of empathy and leadership skills. By engaging with children of various ages, learners can benefit from shared experiences and learn from each other.

Differences:

Orton Gillingham is often compared with other methods like Lindamood Bell, Wilson reading approach, and Barton reading program; however, here are the few differences it has from the Montessori method:

• Emphasis on Specific Learning Disabilities: The Orton Gillingham Method is specifically designed to support individuals with dyslexia or specific learning disabilities in reading, writing, and spelling. Its multisensory techniques are tailored to address the specific challenges faced by these learners. On the other hand, while the Montessori Method also employs multisensory techniques, its focus is broader, encompassing the overall development of the child across various areas, rather than targeting specific learning disabilities.
• Systematic Instruction vs. Child-Led Exploration: The Orton Gillingham Method employs a highly structured and systematic approach to teaching literacy skills. It follows a predetermined sequence of instruction, ensuring that learners progress through concepts in a logical and sequential manner. In contrast, the Montessori Method emphasizes child-led exploration and discovery. While multisensory materials are used, the order and timing of their introduction may be more flexible, allowing children to follow their interests and engage in activities of their choice.
• Direct Instruction vs. Prepared Environment: In the Orton Gillingham Method, the teacher plays a central role in delivering direct and explicit instruction. They guide the learner through structured lessons, introducing concepts and providing targeted feedback. In contrast, the Montessori Method emphasizes creating a prepared environment that fosters independent exploration and self-directed learning. While teachers are present to support and guide children, the emphasis is on facilitating their independent discovery and mastery of skills.
• Language-Specific vs. Multidisciplinary Application: The Orton Gillingham Method focuses primarily on the development of language and literacy skills. Its multisensory techniques are specifically designed to teach phonics, decoding, spelling, and reading comprehension. In contrast, the Montessori Method’s multisensory techniques are applied across various subjects and activities, including practical life skills, sensorial experiences, mathematics, cultural studies, and social skills development. The multisensory approach in Montessori is integrated into a broader curriculum rather than being language-specific.

Can the two methods be integrated together?

It is possible to integrate Orton Gillingham and Montessori teaching methods to create a comprehensive approach to literacy instruction that combines the benefits of both methods.

Integrating the Orton Gillingham and Montessori methods involves combining their respective strengths to create a comprehensive and inclusive educational approach. By doing so, you can provide a well-rounded learning experience that addresses individual needs while promoting holistic development.

One way to integrate these methods is by incorporating multi-sensory instruction. Both the Orton Gillingham and Montessori methods emphasize the use of multi-sensory techniques to enhance learning. By integrating multi-sensory activities into the Montessori environment, you can support the development of language skills, particularly for children with specific learning disabilities. This can involve incorporating tactile materials, visual aids, and auditory cues into language and literacy activities.

Another aspect to consider is individualized instruction. The individualized approach of the Montessori method can be combined with the tailored instruction of the Orton Gillingham method. Teachers can assess each child’s specific needs and provide targeted interventions within the Montessori framework. This ensures that students receive instruction and support that is tailored to their unique strengths and areas of challenge.

The structured and sequential learning nature of the Orton Gillingham method can also be integrated into the Montessori curriculum. By ensuring that language and literacy activities follow a logical progression, you can support the systematic development of skills while maintaining the child-centered approach of Montessori. This may involve mapping out a sequential plan for teaching phonics, decoding, spelling, and other language skills within the Montessori framework.

Adapting or supplementing Montessori materials to specifically target language and literacy skills is another way to integrate these methods. For example, sandpaper letters or movable alphabets can be used to support phonemic awareness and spelling activities. By incorporating such materials into the Montessori environment, you provide concrete and hands-on experiences that reinforce language skills.

The Montessori approach of mixed-age classrooms and peer learning can also be integrated to create an inclusive environment where children with different abilities support and learn from one another. This cooperative learning setting can benefit students with specific learning disabilities by providing opportunities for social interaction, collaboration, and modeling of skills. The mixed-age classroom can foster a sense of community and encourage empathy and understanding among students.

Integrating the Orton Gillingham and Montessori methods requires careful planning, collaboration between teachers, and a deep understanding of the principles and practices of both approaches. It is important to consider the specific needs of each student and tailor the integration accordingly. By blending the strengths of the Orton Gillingham and Montessori methods, you can create a rich and inclusive learning environment that addresses individual needs while promoting holistic development.

Summarized below is a table comparing the two methods:

Conclusion

In conclusion, Orton Gillingham and Montessori’s teaching methods have different philosophies and goals, but both methods offer unique benefits for literacy instruction. the Orton Gillingham Method and the Montessori Method demonstrate their effectiveness in addressing the diverse needs of students, albeit through distinct approaches. 

The Orton Gillingham Method, with its individualized instruction, multisensory techniques, and structured progression, provides targeted support for learners with dyslexia and specific learning disabilities. On the other hand, the Montessori Method’s child-centered approach, prepared environment, and emphasis on freedom within limits cater to the diverse learning styles and interests of students.

While these methods have their unique strengths, it is important to recognize that no single approach fits all students perfectly. Educators and parents can benefit from exploring the principles and techniques of both methods, adapting and integrating them to suit the specific needs of their students. By embracing the individuality of each learner and fostering inclusive environments, we can ensure that all students receive the support, guidance, and opportunities they need to thrive academically, socially, and emotionally.

In the end, the ultimate goal is to provide an enriching and empowering educational experience that equips students with the skills, knowledge, and confidence to become lifelong learners. Whether through the personalized and multisensory approach of the Orton Gillingham Method or the child-centered and independent learning of the Montessori Method, both methods contribute to creating a foundation for student success and nurturing a love for learning that lasts a lifetime.

Manpreet Singh

An engineer, Maths expert, Online Tutor and animal rights activist. In more than 5+ years of my online teaching experience, I closely worked with many students struggling with dyscalculia and dyslexia. With the years passing, I learned that not much effort being put into the awareness of this learning disorder. Students with dyscalculia often misunderstood for having  just a simple math fear. This is still an underresearched and understudied subject. I am also the founder of Smartynote -‘The notepad app for dyslexia’, 

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Orton–Gillingham was the first teaching method developed expressly to assist struggling readers by explicitly teaching the relationships between letters and sounds. Many reading programs now, decades later, include Orton-Gillingham concepts.

The highly structured approach introduced the concept of breaking reading and spelling down into more minor skills involving letters and sounds and then gradually improving on these skills. It also pioneered the “multisensory” method of reading instruction, which is often regarded as particularly helpful for students with dyslexia. Teachers combine sight, hearing, touch, and movement to help kids relate letters and words to language. 

In this post, we crack down the basics for you, discussing exactly what it is and why it is so valid through the use of motivational quotes

Key features and benefits of the Orton-Gillingham approach

Focusing on why words are spelled the way they are, the Orton-Gillingham method helps remove the mystery from reading and spelling. Although the English language only has 26 letters, these 26 letters combine to form around 44 speech sounds, and there are over 250 ways to spell those sounds. The OG technique, on the other hand, converts the spelling of these sounds into phonograms and demystifies reading and spelling by teaching children how to apply rules and generalizations that make what was once tricky much easier!

1. Multisensory

The Orton-Gillingham technique is distinguished by multisensory instruction. This technique is based on the premise that when children learn through three key brain pathways—visual, auditory, and kinesthetic—they learn more compared to when they simply learn through one. However, the actual strength comes when you combine the senses of sight, hearing, and touch in the same instruction. So, with the OG approach, you don’t have to wonder if your child has a specific learning preference because all three pathways are already included in every session.

2. Sequential

Lessons are provided in a logical, well-planned sequence when education is sequential. This sequence enables children to easily connect what they already know with what they are presently learning, which is a crucial step toward long-term learning. As a result, your youngster will find learning enjoyable.

3. Incremental

Each lesson in incremental instruction builds methodically on the preceding lesson. This allows your child to progress smoothly and naturally from simple concepts to more complicated ones, ensuring that he has no learning gaps. Climbing a ladder is similar: when teachings are progressive, each step of the ladder brings your child closer to the goal of reading and spelling. Even pupils who have failed in previous programs can learn to read and spell with this method.

4. Cumulative

Mastery and periodic and ongoing review of previously taught abilities are two of the most crucial elements of cumulative learning. When incremental learning, pupils grasp one idea before progressing to a more complex one. Those ideas are further strengthened through a review incorporated into every class. To achieve learning that “sticks,” mastery and review aim to ensure that the brain permanently stores, manages, and retrieves information for later use. The objective of long-term learning is accomplished when a topic is learned and mastered.

5. Individualized

The Orton-Gillingham method is always focused on the requirements of the individual because everyone learns differently. Go as quickly as you can, but as slowly as you must, Anna Gillingham once remarked. With a curriculum that adopts this methodology, it is simple for you to respect your child’s pace while teaching to their unique abilities. As a result, this method is effective for all age groups, including adults, teens, intermediate students, and beginning readers.

6. Based on Phonograms

By concentrating on the reasons why words are spelled the way they are, the Orton-Gillingham method clarifies the English language. The OG technique takes the guesswork out of reading and spelling by teaching the phonograms and the rules and patterns that spell most English words. As a result, reading and spelling are significantly simpler for students who have a working understanding of phonograms and their associated sounds. In addition, the language processing difficulties brought on by reading problems like dyslexia can be resolved even in children.

Motivational OG Quotes

To say that being a Special Education Teacher is a difficult job is an understatement. It sometimes takes a daily reminder to remember why we do what we do; here are some motivational education quotes that have helped remind me of why we are here on those more challenging days.

1. “Inclusive education seeks to address the learning needs of all children, with a specific focus on those who are vulnerable to marginalization and exclusion. The goal is to promote opportunities for all children to participate and be treated equally.” ― Andie Fong Toy.

2. “For those with learning disabilities, today’s tools for differentiation no longer hold the stigma they used to nor highlight disabilities, but provide opportunities to find success in the classroom.”― Sharon LePage Plante.

3. “When you judge someone based on a diagnosis, you miss out on their abilities, beauty, and uniqueness.” ― Sevenly.

4. “It shouldn’t matter how slowly a child learns. What matters is that we encourage them to never stop trying.”― Robert John Meehan.

5. “If you talk to a man in a language he understands, that goes to his head. If you talk to him in his own language, that goes to his heart.”― Nelson Mandela.

6. “Fairness does not mean everyone gets the same. Fairness means everyone gets what they need.”― Rick Riordan

 7. “The great end of education is to discipline rather than to furnish the mind; to train it to use its own powers rather than to fill it with the accumulation of others.”― Tyron Edwards.

8. “Tell me and I forget. Teach me and I remember. Involve me and I learn.”― Xunzi.

9. “Every student can learn, just not on the same day, or in the same way.”― George Evans.

10. “We have a responsibility to ensure that every individual has the opportunity to receive a high-quality education, from prekindergarten to elementary and secondary, to special education, to technical and higher education, and beyond.”― Jim Jeffords.

11. “If a child can’t learn the way we teach, maybe we should teach the way they learn.”― Ignacio Estrada.

12. “Never discourage anyone who continually makes progress, no matter how slow.”― Plato.

13. “We need to add to the three R’s, namely Reading, ‘Riting, and ‘Rithmetic, a fourth— RESPONSIBILITY.”― Herbert Hoover.

14. “The advancement of knowledge must be translated into increased health and education for the children.”― Herbert Hoover.

15. “When inclusive education is fully embraced, we abandon the idea that children have to become ‘normal’ in order to contribute to the world. We begin to look beyond typical ways of becoming valued members of the community, and in doing so, begin to realize the achievable goal of providing all children with an authentic sense of belonging.”― Norman Kunc.

Key takeaways

It is remarkable that a reading system that was developed in the 1930s is still relevant in the information age. It remains one of the most reliable methods for teaching students with learning difficulties to read by focusing on the core problem of phoneme manipulation, applying multisensory techniques, and training in a highly structured way. 

Now, no matter how well this approach has been inked, a teacher still needs the motivation to get through one day at a time. So we hope that the quotes mentioned above instill the motivation you require to teach children with learning difficulties in your class.

Manpreet Singh

An engineer, Maths expert, Online Tutor and animal rights activist. In more than 5+ years of my online teaching experience, I closely worked with many students struggling with dyscalculia and dyslexia. With the years passing, I learned that not much effort being put into the awareness of this learning disorder. Students with dyscalculia often misunderstood for having  just a simple math fear. This is still an underresearched and understudied subject. I am also the founder of Smartynote -‘The notepad app for dyslexia’, 

The post 15 Quotes that disseminate the idea of Orton Gillingham’s approach appeared first on Number Dyslexia.

Fortunately, we can hang on to the mighty Orton-Gillingham approach to assist them. In this post, we will meticulously explore the Orton-Gillingham training approach’s insights.  

Orton-Gillingham training approach- What is it exactly? 

The Orton Gillingham training approach is reliable, positive, structured, sequential, diagnostic, prescriptive, and multi-sensory. It is advantageous for people with learning disabilities. This specialized approach assists in enhancing an individual’s reading, writing, and spelling skills; thus, it can be compelling in the hands of a germane instructor. Eminently, it is vastly recognized as an approach and not as a method or a program.

Orton-Gillingham Training Approach ensures a one-on-one teacher-student instructional norm. Being used in small groups, instructions are not hampered. The easy-to-understand slant revitalizes classroom instructions. A successful adaptation of this method is demonstrated where reading, writing, and spelling difficulties were given the most attention.

The Orton Gillingham training approach- A brief history 

This approach is named The Orton Gillingham Training Approach because of the seminal and foundational offerings of Anna Gillingham and Samuel T. Orton. Orton was a pathologist and a neuropsychiatrist. During his research career, he focused a lot on reading incapability and associated language processing hurdles. Later, he uncovered “dyslexia” as an educational disorder that makes it difficult to read and interpret signs and symbols.

Orton brought together many scientists and educational experts to conduct an analysis. In the process, he came across Anna Gillingham, a remarkable educator, and psychologist. Together, they conducted experiments and compiled instructional materials (for teacher training and student instruction), which grew popular in the early 1930s. It was then that the name Orton-Gillingham’s training approach was coined and made popular.

The essence of Orton Gillingham’s training approach

From the spelling rules to the various reading programs, many educators and parents are choosing to go for this method of learning for their little ones.

Orton-Gillingham pays extra attention to nourishing kids to pursue at the word level. It helps improve reading comprehension. Students are taught multiple procedures of training so that they can grasp better and faster. They learn letters (sticking to this approach) by observing them, saying them aloud, writing them down with their fingers, or drawing them. This strongly impacts comprehending the “how” and “why”.

Pupils get to explore why “bay” sounds contrasting with “bake”. Once they are well aware of the instructed rules and patterns, they can decode words and phrases on their own.

The Orton Gillingham Training Approach pays attention to the learning requirements of an individual. Orton Gillingham (OG) experts formulate lessons and materials in such a way that the students can comprehend them with ease by placing instructions and introducing new concepts to the students.

People with learning disabilities need to comprehend the basic knowledge of language to develop the same linguistic skills as anyone else. However, they require individualized guidance. OG professionals accordingly preach how to effectively sort, recognize, and organize the elements of language – and use them in their day-to-day lives. Linguistic characteristics that non-dyslexics acquire naturally need to be taught to special needs children extensively.

Orton Gillingham training approach- A pre-eminent pedagogy!

As a sequential approach, the Orton-Gillingham training approach assists students by putting their linguistic skills on par with other students. Based on the previous lessons, each new lesson is designed with intrinsic care to ensure there are no gaps.  Students can thus learn complex phrases with ease. Here are a set of benefits that the Orton-Gillingham approach offers:

• Quick Detection of Reading Disabilities in an Individual: As it briskly detects intervention, the Orton Gillingham Training Approach is appropriate when it comes to reading disabilities. For instance, a school in New Jersey used this approach to determine dyslexia screening in their second-grade classrooms. After the assessment, it was discovered that testing in the second grade was key to getting a jump on early intervention. Later, coordinators for schools in New Jersey, in response to the intervention, stated that they would consider starting the analysis 2 years prior. They did believe that starting early would help eliminate the problem quickly. Further, a dyslexia specialist claimed that dyslexia can be detected as early as Kindergarten.
  
• Everyone learns and interprets things in their own unique way. Accordingly, this approach is designed to cater to the individual requirements of a person. Schools following this approach ensure kids learn their strengths at their own pace, mitigating dilemmas due to pressure. Consequently, this approach works well for readers of all ages and abilities.
  

• Each assignment is created carefully upon the previous one, so there are no gaps. Pupils here enhance from simple theories to the more complicated ones. Here, memorizing is a continual and constant estimation of formerly taught skills. With the approach being both sequential and cumulative, students comprehend with ease and efficiency.
  
• It is effective in all sorts of education— in classrooms, small communities, or individuals. Not only students of all levels from primary section to college levels but also grown-ups can profit from this approach. However, this approach is custom-tailored for learning-disabled individuals.
  
• While kids normally use visual and auditory senses to infer, this approach focuses on other senses like balance, touch, smell, and kinesthetics to offer an interactive pedagogy. Thus, the multisensory approach is a salient feature here. Studies^[1] have shown that it works generously on improving reading skills. 

Imperative Orton Gillingham tools & resources

Who wouldn’t like to read in an explicit way adhering to all the intricate details – to comprehend things better? The Orton-Gillingham offers you an approach that will make you understand any concept with ease. In our previous posts, we have talked about the following tools and resources: 

• Books: These have a set of edges for both learners and educators by developing knowledge on topics and amplifying the teaching-learning process. 
• Resources: Various resources like phonogram decks, letter tiles, Red word grids, whiteboards, and various activities act as material manipulatives and valuable sources of education. 
• Reading Programs: Choosing an appropriate reading program can elicit ameliorated outcomes. While there are many reading programs available, you may opt for anyone based on the options available and your preferences. 
• Spelling Rules: Toddlers may start their schooling by grasping various regulations of vocabulary to master spoken and written languages. Spelling rules can act as a guide to know peculiar rules that brush up professional communication later. Sometimes, apps and games can make these notions engrossing.
• Apps and games: In the scenario where Phone is available almost every time, kids are just a click away from their favorite games and apps. Thus, these turned pivotal. You can now avail of phonic learning apps along with spelling games and apps. Do you know Board games can also aid students in Orton-Gillingham academics?
• IEP goals: Students with learning compromises may need special attention to compete with peers. For Such special needs children, IEP goals make sense to improve personal glitches effortlessly with an appropriate plan of action. 

This ancient technique thus has numerous reasons to opt for. Being a multisensory, and individualized plan to educate the fundamentals of language, this approach has the following value addition:

• Well-trained Teachers: The teachers in this approach are trained well  – and they have experience that they can handily explain the concepts to their students. Orton Gillingham has been in this field for more than 80 years. They provide several means of learning and study to their students with the help of different tools and resources. Their main motto is that students should not face any problems in understanding concepts.
• Early Screening of Learning Disabilities: The Orton Gillingham approach also helps in the early screening of learning disabilities, such as dyscalculia, dyslexia, and so on. Young learners use their bodily senses (sense of touch, vision, hearing, et al) in order to grasp concepts. Thus, if a student finds difficulty in reading a particular number or understanding basic concepts, there’s a good chance he/she might have a learning disability. 
• Magnetic Letters and Words: Not everyone has a knack for playing with words and letters. Orton Gillingham thus offers magnetic letters and words so that students can immerse themselves well in it and learn something. Here, students learn virtual and visual learning together- so that their brains can efficiently acquire the concept. Orton Gillingham’s teaching includes phonogram desks, colorful grids, Whiteboard and dry Erase Markers, various games & activities, Digital platforms, Data monitoring strategy, and so on.

Conclusion 

Considering an idea and looking at it from multiple perspectives can yield unforeseen results; thus, the Orton-Gillingham approach can be advantageous for all students, including special needs. Evidently, studies stated above have shown that it works generously on improving reading skills.

With the implementation of unique pedagogies like multisensory approaches, it turned out pre-eminent. Thus, it’s fair to conclude that the Orton Gillingham Training Approach can be an absolute boon for learners if it is tutored the right way! 

References:

[1] Current State of the Evidence: Examining the Effects of Orton-Gillingham Reading Interventions for Students With or at Risk for Word-Level Reading Disabilities: Stevens E. (2021, July)

Manpreet Singh

An engineer, Maths expert, Online Tutor and animal rights activist. In more than 5+ years of my online teaching experience, I closely worked with many students struggling with dyscalculia and dyslexia. With the years passing, I learned that not much effort being put into the awareness of this learning disorder. Students with dyscalculia often misunderstood for having  just a simple math fear. This is still an underresearched and understudied subject. I am also the founder of Smartynote -‘The notepad app for dyslexia’, 

The post Orton Gillingham Approach: Everything You Need To Know appeared first on Number Dyslexia.

Orton-Gillingham instruction approach is designed to help struggling readers by establishing connections between letters & sounds. Several reading programs are packed with Orton-Gillingham ideas since it is a literacy approach that introduces the idea of breaking down the spelling and reading into smaller parts and then building these skills over time. 

Reading is a common part of reliable literacy programs. This multisensory approach focuses wholly on teaching using touch, hearing, sight, and movement to help the pupils connect the language with words and letters. 

Orton Gillingham assists the pupils to infer the patterns and rules while they read. With these crucial skills, they can decode or sound out words. However, the Orton-Gillingham program of reading goes by skill level; and there is a wide range of books dedicated to the various stages of the program.  In this post, we will dig deeper and put an end to your dilemma of how to choose the perfect Orton-Gillingham Book- For both instructors and pupils.

Orton-Gillingham Learning Books – A Valuable Asset For Educators?

Books have a set of edges for both learners and educators. For students, they lay emphasis on reading and thus stipulate a higher level of concentration. Not only this, books can also develop knowledge on topics they were not familiar with earlier. For educators, they can play a crucial role in amplifying the teaching-learning process. Instructors can create a better framework for classroom activities, thus providing better opportunities to students. 

Orton-Gillingham needs its instructors to clear 4 levels of training. But this might not be the ultimate objective when it comes to following this approach. Apart from other requirements like 30 hours of coursework, 50 hours of supervised classroom instruction, and much more, it becomes imperative for a teacher to indulge in some Orton-Ghillingam books every now. This polishes their skillsets for better instruction.

Orton-Gillingham Books- Handpicked For Tutors 

It is said that learning never stops! And this precisely is the case with educators who are striving to make a triumphant educational expedition for students with learning disabilities. On this note, we shall explore some books which can be great value additions for a tutor who wishes to enhance their skills and upgrade themselves when it comes to the Orton-Gillingham Approach.

1. The Gillingham Manual

Being written by Anna Gillingham, it is a fine manual for all Orton-Gillingham instructors.

With various principles of O-G, along with word lists, rules, and much more, this book can be the go-to guide to acquire special education skills. It takes them through the process of preaching the foundation skills of reading to students. Being a descriptive, detailed, and straightforward read, The Gillingham Manual is an appreciable take-in for in-training teachers as well as adult learners who can self-study.

2. A Guide To Teaching Phonics 

Written by June Lyday, this simple yet detailed book takes the reader through various teaching techniques according to the O-G approach. If teaching Phonics is your concern, then this book can come into use!  With an organized list of lessons, it elucidates how O-G concepts are taught by giving a brief history of speech development. This makes the expedition of learning phonics easy for both the learners and the teachers. 

3. Multisensory Teaching of Basic Language Skills

Beverly Wolf makes this book a great take-in for O-G educators since it walks the readers through the process of multisensory teaching. The book focuses on fluency and helps the teachers train students in phonological awareness, letter knowledge, handwriting, fluency, spelling, composition, and comprehension. Known for its planned structure and explicity, multisensory language lessons here invoice two or more senses. This allows educators to create a positive environment in classrooms for effective learning especially for compromising students.

4. Everything You Want To Know and Exactly Where To Find It 

Willian Van Cleave wrote this handy book for existing O-G instructors, which helps them to create a perfect lesson plan. Valuable resources along with word lists would make it a valuable pick. With an easy-to-use format and essential teaching principles, it covers nifty hints along with some advanced concepts. Since the instructions here are next to comprehensive, it can be by experienced educators too.

5. Recipe For Reading

Written by Nina Traub and Frances Bloom, it can be a valuable take in for reading instructors. Since they may have to work hard to preach learning disabled students, this book precisely assists the same with easy lesson plans on sentences and words. Parents can also go through it to comprehend the same for their homeschooling kids. 

The above picks of books can assist teachers in enhancing their skills by assisting them to provide lesson plans, words, rules, tips, and tricks. 

Not only teachers, but students can also benefit from some Orton-Gillingham-based books. Let’s have a look at such books which are specially curated for children to make them successful readers! 

How to choose the perfect O-G book for your kid?

As a caring parent, you may plan to offer quality time to preach lessons to your kid. But, the habit of self-reading turns crucial in later stages; thus, encouraging the same as a toddler comes in handy. Some parents, on the contrary, may find it hard to make time for their kids to teach lessons. To all these scenarios, having a set of fitting books turns imperative.

When you prefer to opt for the Orton-Gillingham approach, all the educating resources must adhere to the same. Identical is the care with the selection of books too. You may consider the following postulates in your expedition on book searching:

• Check if the book is at the appropriate and pertinent level of the child. Some books are made for level 1 students, while others are for higher levels.
• Choose the variety of the book beforehand. Some kids love seeing animals in books, while some like humans and animals. Observe what your kid prefers to read.
• Always ensure to let them choose books. Despite having some personal choices, the book’s cover may change the idea.  Thus, always take your kid to the store and ask them to choose. This way, you can offer the best for them.

7 Helpful Orton Gillingham Books For Additional Reading Practice

The picks for tutors and the edges of books for kids are comprehended in previous lines. These would entice you to look at picks for kids. The picks that we depicted below not only make a quality time for them but also aids in their expedition of learning. 

1. Bob Books, Set 1: Beginning Readers 

If your kids are reading via Orton Gillingham Level 1 & are learning short levels, you should initiate with effortless books. If your kid learns more sounds, sight words & letters, you can continually work your way up to interesting and longer books. Bob Books Set 1 starts with instructing letter sounds. Kids can effortlessly read the complete book with four letters in the first story. Moreover, Bob’s books may advocate the confidence of the student by making them believe they can master reading. Adding new words to readers eventually one after another, allies them to the Orton-Gillingham approach. 

These books are specifically created to facilitate that ‘aha moment’ whenever special letters turn in the words. If you prefer to use repetition & consistency slowly, then your kid can easily be intrigued to learn. Altogether, this book can improve the connection between pictures & words. 

2. The Berenstain Bears and the Spooky Old Tree

Orton-Gillingham Levels 2 & 3 are incorporated with long vowels, multisyllabic words & beginning compounds. This book excels with beautiful stories & artwork that you can easily put drama into thus amplifying great bonding between kids & parents. Being lucid compared to other Berenstain Bears books, it can be a great beginner book. This perfect-for-small-hands book comes with a spooky theme but in the limits to ensure it fits for readers of five to ten-year-olds. This book needs the readers to comprehend the character’s logic to tackle specific obstacles. 

This interactive book with picture clues and easy language can be a starter pick for level 2 and 3 children to incept the habit of reading.

3. Fred and Ted Like To Fly ( Beginner Books)

After mastering basic spelling, kids need to infer words and their arrangement in sentences. Being a beginner-friendly book, Fred and Red Like to fly encourages them to read by themselves enticed by the pictures, thus helping them master simple words. 

The chief characters in this book,  Fred and Ted are previously seen in books like Big Dog…Little Dog and Fred and Ted Go Camping. Dr.Suess, the writer created everything that a young reader needs like easy illustrations and words.

4. Wacky Wednesday 

This one of a type book written by Dr. Seuss is easy and smaller compared to his other books like The Lorax and Oh. This book can be reliable for practicing especially for early readers aged three to seven. Being a humorous picture book, it can be a good pick for child interaction as every single page comes with a wacky illustration. Moreover, readers are being challenged to find them all.

 5. Put Me In The Zoo

Put Me In The Zoo can be a substantial addition to the collection of preschool books written in the same vein as Dr. Suen Books. This book narrates the tale of a spotted leopard who can change spots and colors but fail to convince children that he is special. In this expedition, he reveals who he is. 

Being a tale of animals and zoos, it can be the ultimate book for little ones. The full-sized version can suit early readers to read themselves. This book comes with a fantastic color-teaching tool that is easy & fun, allying the Orton Gillingham approach.

6. Green Eggs and Ham

Green Eggs and Ham comes with signature rhymes & unmistakable characters. It is all about Sam-I-AM’s attempt to convince the narrator to taste green eggs and hams. Sam further asks to eat green eggs and hams in various other locations. The tale ends with the narrator accepting Sam’s offer.  Children may love terrific tongue-twisters as a list of the places to enjoy the green eggs. Being an easy-to-read picture illustrated book, It is reliable for practicing the Orton-Gillingham readers in between 3 to 7years in 

7. Big Shark, Little Shark 

This engaging step 1 book is about two sharks: one with big teeth and another one with small teeth. The Big Shark swims fast; on the other hand, the small shark swims slowly. Their expedition of tasty snacks will form the rest of the story. Since this book is adorned with rhythmic text paired with pictures, step 1 students of O-G can easily decode it. 

Summing up

Reading specialists employ Orton-Gillingham influence programs comprehensively for pupils who have dyslexia or any other learning disabilities. Few schools offer the Orton-Gillingham-like instruction via response to intervention. Lots of reading programs are out there that are influenced by the approach of Orton-Gillingham that consists of the Barton Reading Program. These programs use a multisensory and highly structured approach, just like the ones we’ve mentioned above! Mull over the above picks of books to see if any of them can fit your needs in your Orton-Gillingham expedition.

Manpreet Singh

An engineer, Maths expert, Online Tutor and animal rights activist. In more than 5+ years of my online teaching experience, I closely worked with many students struggling with dyscalculia and dyslexia. With the years passing, I learned that not much effort being put into the awareness of this learning disorder. Students with dyscalculia often misunderstood for having  just a simple math fear. This is still an underresearched and understudied subject. I am also the founder of Smartynote -‘The notepad app for dyslexia’, 

The post 12 Essential Books For Orton Gillingham Training appeared first on Number Dyslexia.

I. Lindamood Bell

What is Lindamood Bell’s approach?

Lindamood Bell’s approach focuses on sensory-cognitive^[1] ways of imparting reading skills. It emphasizes focusing on imagery-words connection to develop comprehension skills and enhance understanding of word usage in various situations. This approach uses concept imagery and symbol imagery to develop reading and listening comprehension skills respectively.

Best features of Lindamood Bell’s approach

Lindamood Bell-based instructions for reading have the following characteristic features:

• Individualized learning: Lindamood Bell’s reading instruction method puts the readers’ abilities in focus while deciding the pace as well as structure of the learning program. The need is to transform the instructional methods as per the learners’ grasping style and not to stress them out in adjusting to the methods available. This approach accomplishes quite a pronounced way of individualizing the learning style.
• Promotes independent learning: The instructions based on Lindamood Bell’s approach prepare learners for independent learning. Since the students practice both symbol and concept imagery, their associative memory improves. They equip themselves with sufficient knowledge to self-correct themselves and augment the prediction in reading.
• Coding the text dual way: The text has to be decoded semantically as well as conceptually. This approach allows both lexical and conceptual coding by symbol and object imagery association helping learners work their brains to develop language skills.
• Making sensory-cognitive associations: Adopting a sensory approach to learning to read process and then building cognition using the things learned are the primary deliverables of this language learning approach.

Utility of Lindamood Bell Approach

This approach finds its best utility in building active reading skills^[2]. It is not fair to expect a child to stay glued to reading books. Children put their efforts more wholeheartedly when the learning environment is a bit collaborative. Reading beginners need to practice more and need activity-based practice support. Lindamood Bell’s approach is used for designing summer reading programs, activities in classrooms, and homeschooling programs for reading strugglers.

Evidence-based reading programs based on the L-B approach

The l-B approach minimizes struggles of reading. Educators have designed certain programs that enable extracting better participation and maximizing dose-response impact. Some of the reading programs worth trying are:

• Seeing Stars: It is a reading intervention program that utilizes symbol imagery to boost children’s basic skills. Sight words, orthography, spelling abilities, and ultimately, overall fluency are some of the skills that this program focuses on.
• Visualizing and Verbalizing: Poor concept imagery is visible in the form of dismal retention abilities. This weakness is addressed head-on with the visualizing and verbalizing program; the outputs achieved are better levels of memory, critical thinking, reading and listening comprehension, and fluency in oral and written language expression.
• Talkies: It is simpler than visualizing and verbalizing and focuses on concept imagery weaknesses. The reading program is prescriptive in nature and addresses issues like sentence construction, oral and verbal expressions, and thought disengagement.
• LiPS: It is a phoneme sequencing program for preschoolers. Bringing awareness of the part of the mouth used for sounding out words can help in memorizing the pronunciation and phonetics; it is based on this thought process. Fluency in speech, reading, and spelling are plausible outcomes of this reading program.

Designed primarily for preschoolers and language beginners, this approach can provide a strong primer for robust language build-up.

II. Orton Gillingham Approach

What is Orton Gillingham’s Approach?

Learning by way of decoding language skills into smaller ones forms the basis of the Orton-Gillingham approach. It employs an explicit and sequential approach^[3] to build literacy skills for beginners. Designed to keep dyslexia and learning difficulties in mind, the approach encourages the use of multisensory learning in the word-building and language development process. Building letter recognition first, and then, moving to higher levels of fundamentals of reading helps the language beginners overcome difficulties.

Features of OG approach

Orton Gillingham’s approach’s principles stipulate taking individualized needs into consideration while applying them to the instruction model. This language instruction approach^[4] is:

• Structured
• Explicit
• Multi-sensory
• Direct
• Diagnostic
• Prescriptive

Orton-Gillingham was a neuropsychiatrist-psychologist duo in the 1930s who worked towards understanding the causes of language difficulties and developed solutions for the same. The approach adopted was structured and systematic and yielded results when utilized in an individualized manner. Phonics building and capitalizing on it to move to higher levels of fluency were the main principles used in this method. This approach offers a playful way of building language skills in children with dyslexia or language disorders.

Utility of Orton Gillingham Approach

Several reading programs were developed based on Orton Gillingham’s approach. Some of these focused on augmenting phonemic awareness skills, while others laid emphasis on other reading and writing skills. Examples are:

• All About Reading: Multisensory instructions employed for building phonics, vocabulary, and comprehension
• Barton Reading and Spelling: Impacts are Improvement in phonemic awareness, phonological memory, and rapidness in name retrieval; overall impact is better vocabulary and improved speaking ability.
• Logic of English: Improvement in reading, spelling, and overall handwriting are a few positive outcomes of this reading program.
• Reading Horizons: A multisensory approach that produces improvement in establishing logical outcomes from written text and helps build better comprehension abilities, other deliverables are enhanced memory retention and boost in concept recall.

Which one to pick?

Should you make the choice between the two, it is essential to diagnose the problem and its extent first. Also, have a pilot period for evaluating the progress.

As per a study^[5], the OG approach impacted mean ES (effect size) on skills like phonological awareness, phonics, fluency, spelling, etc. to some extent. The approach can serve the purpose better when you have chosen to build skills gradually. Starting with letter recognition, then moving on to sound decoding and coding, and gradually, building other skills on these basic ones help OG followers develop reading fluency over the individualized testing periods.

According to an intervention report, the Lindamood Bell Approach-based LiPS program can evidently improve alphabetic or lexical knowledge. It may serve as a primer for preschoolers who start with gaining alphabetic knowledge. Teachers use other reading programs based on LB to give children complete support for building various language skills.

These studies indicate that the reading programs designed with an aim to improve certain skills are to be offered in combination(s) to get a cumulative impact. Having said that, both have utility in the specific areas of language building, are prescriptive in nature, and are to be applied in a learner-centric manner. In any case, burdening the child with reading programs and undue experimenting with methods is not advisable. Keep it simple to make it effective!

Wrapping up

Comparing the two approaches is needed to find their utility in a child’s learning curve. These approaches are well-researched, employable, and require collaborative learning for better delivery. As a teacher or a parent, if you intend to offer extra support to the child to overcome language deficiencies, you can employ these approaches. Ample training is a must to achieve seamless dissemination.

References

1. Wang, Lin & Fan, Xitao & Willson, Victor. (1996). Effects of Nonnormal Data on Parameter Estimates and Fit Indices for a Model With Latent and Manifest Variables: An Empirical Study. Structural Equation Modeling-a Multidisciplinary Journal – STRUCT EQU MODELING. 3. 228-247. 10.1080/10705519609540042.
2. Donnelly, P. M., Huber, E., & Yeatman, J. D. (2019). Intensive Summer Intervention Drives Linear Growth of Reading Skill in Struggling Readers. Frontiers in Psychology, 10. https://doi.org/10.3389/fpsyg.2019.01900
3. Laney, J. (2011). Orton-Gillingham Reading Method. In: Goldstein, S., Naglieri, J.A. (eds) Encyclopedia of Child Behavior and Development. Springer, Boston, MA. https://doi.org/10.1007/978-0-387-79061-9_2048.
4. Orton Gillingham: Who, What, and How, Sayeski, et. al., Teaching Exceptional Children Journal, 2018
5. Stevens EA, Austin C, Moore C, Scammacca N, Boucher AN, Vaughn S. Current State of the Evidence: Examining the Effects of Orton-Gillingham Reading Interventions for Students With or at Risk for Word-Level Reading Disabilities. Except Child. 2021 Jul;87(4):397-417. doi: 10.1177/0014402921993406. Epub 2021 Feb 22. PMID: 34629488; PMCID: PMC8497161.

Pratiksha Bhatt

I am Pratiksha Bhatt, Bachelor of Life Science, and Masters in Management Studies. I have done certification courses in early education counseling. I am a writer, a mother of a child with spelling difficulties which drove me to alternative resources of education like manipulatives and participatory activities. My areas of expertise are learning difficulties, alternative learning methods, and activity-based learning.

The post Lindamood Bell Vs. Orton Gillingham: Which Reading Program Suits Best For Your Kid? appeared first on Number Dyslexia.

In this article, you will learn in detail about the Barton Reading Program, its levels, functioning, and its importance in the modern education system.

Barton system: How can it be beneficial?

The basic purpose of the Barton system is for Dyslexic children who have difficulty with Reading and Spellings. It uses 10 Levels for students to study. A few concepts are used in different levels of this system, like Sight Words, Spelling rules, Phonemic Awareness, and Placement/Screening Tests. 

There are different levels that go up to Level 10, but the child can learn one at a time. It might be a vast and lengthy method, but as the user rises to levels, different concepts are introduced to help the student learn better and faster. This approach uses advanced reading structured courses which mainly concentrate on spellings.

This program uses the multisensory approach as a bridge for kids that connects sounds with words, which means– it involves two senses: hearing and seeing. With the inclusion of the influenced Orton-Gillingham method–while reading, children get great help in understanding the concepts and curriculum. The first 3 Level consists of Auditory senses, Visual senses, and Tactile (touch and say) senses.  

What role multisensory approach plays in barton system? 

In Barton System, there is something distinct and new at every level. Multisensory helps the learner to understand and store the information. It introduces how sound and letters make a whole word, just like the Orton-Gillingham method. Multisensory is essential when using visual, auditory, touch, and kinesthetic senses.

Dyslexic children grasp faster through this approach as this helps them to use all senses and store the information for a longer period. This is what this approach does, and it makes the student learn in an easier way showing a guided path. 

Since the System has influenced the Orton-Gillingham method, multisensory usage has been upgrading the system heavily. Tutors teaching the Barton System have to keep the foundation of the reading and spelling system in mind. Multisensory also works substantially for the students as this approach uses senses; this helps them to grasp other concepts well. 

Basic functioning of the barton reading program

1. Lesson for Teachers

Before it reaches the students, the Barton system reaches the teachers. It follows a specific learning pattern for teachers. The package consists of different DVDs, consisting of 5-6 hours of deep learning about each concept. These sessions focus on rectifying the mistakes that early learners make. Having in-depth knowledge of each Level is essential; this will lead students to understand the next level better. 

• Teachers do not have to repeat words or sentences as these sessions have enough material to teach the students the same lesson twice. 
• It comes with a tutor manual which gives a wide column and a narrow one. The wide column will consist of the full scripting, and the narrow one will provide the full summary of the page. 
• Teachers should consider picking up easy content for their students and then move to the harder ones.
• The Barton System provides colored tiles which helps the students understand the syllabus in a much simpler way. It uses colored titles or wooden tiles for reading and spelling. Users can also download the application on their tablets or phone if they prefer.
• This approach also includes additional games and other required materials for teaching. Students can have fun while studying, which helps them learn faster and grasp the concepts better.
• For teachers who find themselves in any kind of doubt, Barton System provides them with a backend support system that resolves their queries through emails and phone calls.

2. Levels of Barton System 

The key fundamental of the Barton system depends upon different levels through which students equip different skills. Levels go from 1 to 10, and each level consists of different information such as: 

Level 1- Phonic Awareness- Phonemic awareness aids students to hear individual sounds in words. The lack of this skill causes students to omit letters and sounds when they write or speak.  Being centric to junior students, this level enhances the ‘reading out loud’ skill in the little ones.

Level 2- Consonants and Short Vowels – This level is all about short vowel sounds, consonants, and the five most common digraphs. There are plenty of stories at this level that help students remember and grasp the vowel sounds. This level aids students to see the words as a whole piece. 

Level 3- Closed Syllables and Units – Students can practice the previous two lessons at this level. Moreover, the difference between a digraph and a blend is also introduced at this stage. This book also consists of sight words for the practice of students.

Level 4- Syllable Division & Vowel Teams – Students learn new syllables at this level. This is the stage where open syllables are introduced. Children are also taught how to divide the word into syllables so that it can be pronounced and written better and easier. 

Level 5- Prefixes and Suffixes – Level 5 works in a way to help students expand their vocabulary along with base words, prefixes, and suffixes. This level also focuses on teaching students words with ‘ed’ ending such as ‘sounded’ and ‘gained.’

Level 6- Six Reasons for Silent-E – This level states the 6 reasons for a silent E. It will also teach students the syllable type: Consonant L E. Moreover, more rules would be focused on along with spelling of words like inadequate, disintegrate, evaluate, etc. 

Level 7- Vowel-R Syllables- In this level, students will learn the different sounds of ar, er, ir, or, ur, and ear. Special emphasis would be given to students to teach the pronunciation of words. For eg- pair, parents, rare, care, rear, etc.

Level 8- Advanced Vowel Teams- This level is divided into subparts. It focuses on the letter ‘i’ before the vowel. For example- India, patience, etc. The latter part of the book throws light on vowels like ie, oi, oy, ey, au, aw, oo, ow, ou, ea, igh, augh, eigh, ei, eu. 

Level 9- Influence of Foreign Languages –  This level introduces the influence of other foreign languages on a few English words. For example- Chef. This level aims to make the basics of these words and their pronunciations clear to the students.

Level 10- Greek Words and Latin Roots- Level 10, the final level focuses on the Chameleon prefixes– the ones which change the spelling and the pronunciation depending on the first letter of the root words. For example- if the Latin root is ‘contract’, based on the letters, the spellings and pronunciations for ‘contractual’, ‘contraction’, and ‘contactor’ change.

Importance of barton program in modern education system 

Today, the education system has made substantial changes, and teachers have evolved themselves as well. As digital education is taking place, teachers feel a distance from students. Students have to do a lot of practice on their own. The Approach has made an impact on such students. 

• With the help of DVDs, lessons are provided to the tutors and parents. This study material helps students in learning to spell and reading better. At the same time, it makes the job of tutors easy as it provides a sequential approach.
• This approach is for all ages, children, teens, adults, basically, everyone who wishes to learn writing, reading, or spelling. Apart from being gainful for children, it can be fruitful for parents who tutor their kids as it provides explicit and direct directions which leave no room for ambiguity. 
• With the easy method of instruction, the Barton System is tailored to play with the strengths of those with Dyslexia, despite language being their area of weakness. This program builds in sequential order allowing the students to approach language logically and confidently.
• In the Barton System, students will never be given words to read or spell that they haven’t been given the tools for. This ensures that whenever the students read unfamiliar words, they can use the rules to pronounce it hassle-free.
• Barton takes the guessing game out by teaching students why a word is pronounced and spelled a particular way in the form of rules. For example- Why is CAT spelled with a ‘C’ when a KITTEN is spelled with a ‘K’ — A Barton learner knows why!
• By learning the basic rules provided in the Barton System, students can apply them to hundreds of words instead of memorizing the words themselves. Moreover, the rules’ names and the picture associated with them are pretty memorable and appeal to the student’s visual strengths. 

Barton Reading System-  Is it different from the Orton-Gillingham Approach?

The Barton reading system is based on multisensory approaches to make connections between sounds and words. This depicts how it is directly connected and inspired by the Orton-Gillingham approach. In this accord, comprehending some crucial similarities are obligatory too. Both Orton-Gillingham and Barton focus on a multi-sensory approach, support game-based pedagogies, and are designed to aid learning disabilities. 

Despite such crucial similarities, let us ponder the differences between the two::

• Orton-Gillingham is a special approach to instruct concepts. Thus, many other programs along with Barton reading implement this. Barton reading is essentially a system or program that has a specific curriculum (levels mentioned above) for learners of all ages. 
• Barton spends more time on Spelling, ensuring guesswork out of examples. Not all the  Orton-Gillingham approaches follow the same. 
• Barton Reading is designed to be used by people without prior educational training- by providing them with videos and online support. Lessons here are highly scripted and structured. Orton-Gillingham approach ensures its tutors to be certified with specialized training to ensure quality lectures. 
• Orton-Gillingham tutors often use “drill pack”, which is a deck of cards with phonemes to preach. Barton system uses letter tiles, which is equally efficient. 
• Being an evidence based program, Barton provides the learners with lots of examples and illustrations to make the notions clear. Orton-Gillingham focuses to ensure its programs use a multi-sensory, structured and sequential approach. 

As a pursuer, you may choose any of these based on your preference. Barton may suit for self-study learners, whereas Orton-Gillingham usually enures specialized instruction from live tutors. 

Wrapping up

Being developed in California, USA, Barton System is most popular among parents who are homeschooling their children being struggling readers. Barton is created for students with Dyslexia, and others who have challenges in spelling and reading comprehension. However, before beginning with the program, the students need to be screened so as to make sure that they have the basic skill set needed to succeed. Being a 10 level program, all students begin with level 1, and they are assessed after every stage. The beauty of this program lies in the fact that students do not move ahead unless they show development and mastery at the level which they have been taught. The only downside with this model is that it is premium priced, but parents and tutors are still making their way towards this program due to its effectiveness.

Manpreet Singh

An engineer, Maths expert, Online Tutor and animal rights activist. In more than 5+ years of my online teaching experience, I closely worked with many students struggling with dyscalculia and dyslexia. With the years passing, I learned that not much effort being put into the awareness of this learning disorder. Students with dyscalculia often misunderstood for having  just a simple math fear. This is still an underresearched and understudied subject. I am also the founder of Smartynote -‘The notepad app for dyslexia’, 

The post What Is Barton Reading Program? How It’s Different From Orton Gillingham? appeared first on Number Dyslexia.

Even if compromised neurologically, learners can now keep up with their learning persuasively. To ensure this, you may have to choose those specific learning programs that follow the Orton-Gillingham approach.

In this post, we will mull what the Orton-Gillingham program is, how to choose the best program, and finally, our best picks for your young learner. 

Orton Gillingham program- What actually it do?

If you are looking for an approach that is probably tailor-made for a child with a learning disability, Orton Gillingham Programs can be your best pick. This approach is direct, clear, and multi-sensory, and is accompanied by a sequential style of teaching, reading, writing, and spelling to pupils who have personal challenges in learning. The program guides these children to align with the pace of traditional learning.

Samuel Orton and Anna Gillingham initiated the Orton-Gillingham approach. Samuel Orton was an American neuropsychiatrist and a pathologist who focused on reading failure and other language learning difficulties. To resolve this, he brought neuroscientific information and principles of remediation together.

He encouraged Anna Gillingham, an educator, to compile and publish appropriate educational materials. The first version of this Orton-Gillingham material was seen in the early 1930s and soon became popular as the Orton-Gillingham approach. In our previous posts, we have also talked about how effective this approach can be. 

Choosing the best-suited program

Several programs are available today that follow the Orton-Gillingham approach. But you might be in a bewildering situation where you cannot decide which one would be the best for them! You can choose an appropriate program when you exactly know what the young learners need. When an appropriate style is chosen, their comprehension of concepts will be better, and thus they will enjoy it more. 

There are a number of learning styles that you can opt for. For tactile learners, programs with activities would work. While for visual learners, teaching with colorful images would come in handy. 

Broadly, you can avail two types of Orton-Gillingham programs:

Direct teaching Programs 

Some students need undeviating supervision from teachers for better grasping of notions. Direct teaching programs ensure the same, where instructors use straightforward techniques to enlighten their skills. This method is evidently traditional but is impactful most of the time.

Software-based Programs

Also known as Computer-based learning (CBL), it is an approach to instruction where aids are provided by the computer. This method ensures a number of interactive elements using software to improve the interactivity levels. 

Orton Gillingham program- Top direct teaching programs

The direct teaching approach ensures the pupils are taught and guided by teachers directly. This warrants minimal communication gaps and effective learning. Most of these programs are inexpensive and are quite easily formatted for ease of communication. 

Here are some top programs:

1. Barton Reading and Spelling

This is a premium-priced yet effective program that parents often like. May it be clear instructions or great reading techniques, most of its attributes make it direct and effective. Thus, it stands as one of the most potent programs for children who have challenges in learning and grasping. This program makes non-professionals teach efficiently which is the factor that makes it distinctive. It is most effective for pupils who toil in spelling, writing, reading, and other language-related concepts.  

Each level of this approach ensures quality through Tutor Training on DVD/Online videos, tutor manuals, colour-coded letter tiles, manipulatives, and customer support too. The DVDs consist of approximately five to six hours of instructions. The pupil can halt and practice skills for ten to fifteen minutes. The tutor manual consists of everything you may need to instruct. The wide column in it contains full scripting, while the narrow columns contain just summary information. 

2. All About Reading

All About Reading (AAR) is a cost-effective program that briefs what to do and what not to do. Being a complete program in phonics, decoding, vocabulary, fluency, and comprehension, it has four levels along with a pre-reading program. The scripted lessons are fun and engaging due to their easy formats. Being a research-based multisensory program, it is timidly scripted; thus, it can give fruitful results in just a 20-minute session a day. This makes it a fitting choice for over-ornate parents and tutors too.

It consists of two parts: the Pre-reading program and the Reading Program. The Pre Reading Program consists of a teacher’s manual, a student packet, two read-aloud books, the letter sounds A to Z app, and a few other essential manipulatives. This account is a great starter. The Reading Program consists of four levels: 1 to 4. The five components of this program include phonological awareness, phonics/decoding, fluency, vocabulary, and comprehension.

3. Lindamood-Bell

Being in the market for more than 3 decades, this evidence-based program develops the skills necessary for reading and comprehension, especially for students needing support. The program starts with identifying strengths and weaknesses, based on which instruction is decided.

The learning disability evaluation ensures this and it results in a real-time difference in performance. Offers by the institute are another distinguished aspect; parents can avail themselves of good discounts occasionally; this school also welcomes international students.

4. Wilson Reading

A tried and proven program from Wilson Reading (WR) ensures quality with its experience of more than 3 decades. Used by many private schools, this program is not heavily scripted. It focuses on the education of teachers, ensuring it with certifications. It collaborates with districts and universities for school implementation, science and literacy development, graduation programs, and graduate credits. The research-based discipline incorporated with COMPASS (COMprehensive Plans for Achieving Success and Sustainability)and literacy specialists guides the discharge of programs with assured constancy. 

WR starts with very basic skills like letters and their sounds and then gradually dives into needed skills. Thus, it is age-appropriate; students of every age get materials designed for them. For instance, if the eighth-grader wants to learn fourth grade, the materials are designed for their level with advanced vocabulary and exemplars. This can be your pick if you are looking for a popular and proven scheme that possesses brand value.

5. ABeCeDarian Reading Program

The next option for parents and teachers who are looking for a direct teaching program for their child is the ABeCeDarian reading program. It is a comprehensive decoding program that uses a multisensory approach to help students gain the ability and confidence to read fluently.

Children in kindergarten through grade 2 receive explicit phonics instruction, so they develop a stronghold in phonemic awareness and decoding. For older students in grades 3-6, the program offers word study materials, which must be combined with appropriate reading materials so they can keep making progress in reading.

Some time ago, the program rolled out levels A, B1, and B2 in a digital format. This makes learning more convenient, as learners can now access the reading material anytime, anywhere, enhancing their overall experience.

Orton Gillingham Program- Top Software-based Programs

A software-based program along with a direct-teaching program can lead to ameliorated results. Software-based programs have a lot of value additions like convenience and flexibility. Additionally, this approach circumvents the need for repetitive teaching. Evidently, it is rare to find a patient-practitioner as well.  

Here are some of our picks:

1. Lexia Reading

With five levels of learning, Lexia reading is a thorough course that begins with basic sounds and continues teaching through concepts like roots, syllabication, suffixes, and prefixes. The program meets the Common Core standards and now has timed drills; thus, it becomes a great pick for daily training. 

This computer-based reading program provides phonics instructions ensuring independent student practice in basic reading skills. Being designed to supplement regular classroom instructions, it amplifies skill development in five different areas of reading instruction identified by the National Reading Panel.

This program usually consists of two to five 30 minute-sessions each. The Internet-based reports from developers allow instructors to access and monitor the progress of the pupils at all levels. Unfortunately, the limited time span constrains educators from repeated lectures. 

2. Fast ForWord Program

Fast ForWord is a unique software-based program developed by neuroscientists. It helps in building a learning foundation, followed by training for reading fluency and comprehension. To begin with, learners complete 5 to 7 exercises of early programs to strengthen their foundational skills and then move on to programs that focus on reading and comprehension.

While most reading programs are either conducted at a dedicated center or offer software to be used at home, this program has the best of both worlds by offering the convenience of learning to read at home and the guidance of professionals who coach and mentor parents and their kids to derive the best possible outcomes from this program. They even conduct virtual sessions if need be.

The Fast ForWord program is perfect for learners of all ages and those with different learning difficulties. Just 30 minutes a day, 3 to 5 days a week, brings significant progress in children and adults when the program is used consistently for 4–6 months.

3. HearBuilder

HearBuilder focuses on building a strong foundation of literacy and reading by improving listening and memory retrieval skills. The research-based online interactive programs offer a set of multi-level activities with reports for parents and educators to track the progress. It offers multiple plans ensuring tailor-made training. These include:

• Home (for one student and one parent)
• Home + ( doe one parent and 2-4 students)
• Educator (for one instructor and up to 20 students)
• Educator + (for one instructor with up to 40 students)
• Administrator (for multiple educators with over 40 students)

Summing up

The Orton-Gillingham approach is focused on individual learning needs. Concentrating on the early needs of pupils would boost them in sorting, recognising, and organizing the lessons helping them to ponder and apply what they learned. As much as these programs help children with learning disabilities, they can also be a boon for others who wish to learn with ease. 

Being validated for more than 80 years, this approach has created enough evidence of being effective. Having a professional instructor can make it a tool with extraordinary depth and flexibility. Mull into the above picks to check if any of them fits your young learner. 

Manpreet Singh

An engineer, Maths expert, Online Tutor and animal rights activist. In more than 5+ years of my online teaching experience, I closely worked with many students struggling with dyscalculia and dyslexia. With the years passing, I learned that not much effort being put into the awareness of this learning disorder. Students with dyscalculia often misunderstood for having  just a simple math fear. This is still an underresearched and understudied subject. I am also the founder of Smartynote -‘The notepad app for dyslexia’, 

The post 7 Best Orton Gillingham Based Reading Programs appeared first on Number Dyslexia.

In this accord, let us mull over effective resources for this seminal approach that makes instruction constructive. Prior to this, it is imperative to know more about this pioneering method. 

Orton-Gillingham Approach- The most formative technique

Designed to aid struggling readers to explicitly instruct the connection between letters and sounds, Orton-Gillingham is a highly structured approach that breaks down all the reading and spelling skills to build one after another over time. This age-old program thus has several reasons to pick it out. Being a multisensory, and individualized plan to teach language, this approach has the following value additions: 

• Instructors Stimulate Pupils: Mentors in this approach are embellished with advanced skills and insights to encourage students to master notions. They thus consistently inspire with various activities rather than relying on traditional instruction.
• Early Detection of Learning compromises: This seminal approach includes the identification of learning compromises at every grade with its set of activities. Learning compromises, like dyslexia, can be detected as early as Kindergarten. 

• The language needs differ from one student to another; thus, they need individualized care. The Orton-Gillingham approach ensures this by letting pupils know their strengths at their own pace.
• These programs are sequential approaches, which means every new lesson is carefully built on the previous, ensuring no gaps. 
• Several schools implement this approach in their special & general education programs as they know that Orton-Gillingham is a highly-valuable program that breaks spelling and reading into minuscule skills.

List of tools & resources to carry out Orton Gillingham method

1. Phonogram Decks

These cards are contrived to preach pupils with letters and their combinations to represent sounds. Proficient teachers prefer starting off every OG (Orton-Gillingham) lesson employing a Phonogram Deck to amplify the knowledge of letter sound & create great fluency. This affix deck is also helpful for those who are working on morphology (suffix & prefix patterns). Phenogram decks can be beneficial in multiple ways:

• Symbol and sound recognition get stronger, and unfamiliar words can be sounded effortlessly.
• Syllable structure can be implicitly preached; thus, students understand multi-syllabic words effortlessly.
  

2. Magnets or Letter Tiles

Students seldom adore playing with words. It is a substantial idea to employ this to evolve phonological awareness. Instructors may ask them to pair up word tiles to form a justifiable phenome. These crucial manipulatives ease virtual learning and have the following value additions: 

• Apart from elucidating reading and spelling concepts, differences in colors help learners visualize their different roles. 
• Tiles are easily replaceable; thus, mistakes are no big deal and can be easily rectified. 
• These make tasks easy and lay the groundwork for the accomplishment of sizable goals later.
  

3. Red Word Grid

Also known as a word screen, it is a netted sheet that students use to assist their writing skills. These even grids guide them to write even-sized letters. The sizable manipulative is a crucial component of tactile learning. The pupil needs to trace their finger over the letters and speak them out; now, they trace them ensuring both multisensory experience and motor movement.

The red colour makes us evidently halt and pay attention; thus, this colour is preferred for the grid. Here’s how it can be cast-off:

• The child holds the grid with the non-writing hand, then Slides the index finger of the writing hand on the word while they read it. Repeat this three times at least.
• Now, they take the index finger to the grid, trace the letter, and repeat it at least 3 times. 
• Extend the non-writing arm with the card with the letter
• Place the writing hand on your shoulder as they read it.
• They are now asked to write down the word/letter on paper. 

4. Whiteboard & Dry Erase Markers

Instructors can use whiteboards as they are reusable, unlike papers. You can mark crucial spelling words and create new terms using drills. You can opt for a usual 11″ x 14″ board, or a double-sided dry erase board for multitasking. Using multiple colours to mark differences can protrude as a substantial edifying strategy. 

Whiteboards turn up as an essential classroom tool for all instructors to accommodate students. Since image-based activities are critical for visual learners, illustrations on whiteboards can effectively process the information, thus can be effortlessly recalled later. 

5. Activities and Games

Research by Thorkild Hanghoj^[1] shows the relevance of activities and games-based instruction, which are potent instructional approaches. Orton-Gillingham believes in these pedagogic resources since they are multisensory.  

Thus,  Orton-Gillingham is not complete without games and activities. Boggle, Square Panda Playset, Word search and Think Fun Zingo can be great board game choices. Activities should never be blotted out; you can avail free worksheets to practise effortlessly.

6. Digital Manipulatives

In the present scenario, where kids are just a click away from their favourite games on mobile phones and tablets, these devices have turned into nifty resources as well. You can perpetuate learning-based applications and games in these devices ready to learn at your convenience. Research by Jennifer Groff^[2]  showed that game-based learning showed a significant impact on students’ performance and engagement with the support of teachers. 

7. Data monitoring system

A data monitoring system accompanies every program. Traditional approaches assess students with examinations and report cards, while the OG approach accesses with specified progress monitoring registers showcasing pupils’ advancement over time. Popular resources include Screeners, Gallistel-Ellis, and QRI (Quality Reading Inventory). 

Screeners are online monitors that administer pupils three times a year with parallel forms of equal difficulty. Gallistel-Ellis is a simple 30-minute survey that aligns with the Orton-Gillingham sequence. QRI is an informal reading inventory that accesses text reading, comprehension, and fluency. 

Concluding thoughts

Breaking down chapters into a few specific skills can be a reliable technique for pupils; this is what the Orton-Gillingham approach absolutely ensures. Thus several programs like Wilson Reading System and Barton Reading are based on it. This age-old approach is evidently tailor-made for special needs children; it can be a pre-eminent option for others as well. Being a one-on-one instructional model, the coaching needs specialized resource conglomeration—Mull over our picks of resources to ensure the supreme outcome for your toddler. 

References:

[1]Game-Based Teaching: Practices, Roles, and Pedagogies: Aalborg University (Hanghoj T.) (2013, January) 
[2] Console Game-Based Pedagogy: A Study of Primary and Secondary Classroom Learning through Console Video Games: Groff J. (2012)

Manpreet Singh

An engineer, Maths expert, Online Tutor and animal rights activist. In more than 5+ years of my online teaching experience, I closely worked with many students struggling with dyscalculia and dyslexia. With the years passing, I learned that not much effort being put into the awareness of this learning disorder. Students with dyscalculia often misunderstood for having  just a simple math fear. This is still an underresearched and understudied subject. I am also the founder of Smartynote -‘The notepad app for dyslexia’, 

The post 7 Must-Have Orton Gillingham Tools And Resources appeared first on Number Dyslexia.

Thanks to education systems for their focus on it. Even if the child is learning compromised, approaches like Orton-Gillingham, with plenty of programs available, have come forward with a specialized set of rules to aid. In this context, let us assimilate in detail the spelling rules in the Orton-Gillingham approach. 

Orton Gillingham Approach- making spelling rules distinct.

Before we can ponder the set of rules, we would be obliged to know how distinct the Orton-Gillingham approach is. Despite the use of manipulatives, this approach turns idiosyncratic by focusing on why the words are spelled a certain way rather than how. 26 alphabets in English amalgamated to form 44 sounds that can be spelled in almost 250 ways. This makes learners acknowledge finer. Thus they need organised learning. The Orton-Gillingham approach straightens out by preaching them via phonograms, making training effortless. 

Research by Peter and Olsson^[1] says that dual-route models, including morphological and phonological rules, give better outcomes in training spellings. However, for people with personal challenges, a phonological approach fits. You can assist the learner with sight words and regular practice.

General spelling rules- you need to know.

Since some rules form the foundation of spelling, these regulations are the same for all approaches. In Orton-Gillingham, these are sometimes preached with multisensory interactives. Let’s explore them for better comprehension:

1. Basic Spelling Rules

Spelling rules can be broadly split up into basic and master spelling rules. Every learner has to initially grasp basic rules to interpret master rules. Let’s comprehend the essential rules:

1. Every word in English has a vowel in it. 
2. Being the elementary unit of pronunciation, a Syllable always has one vowel sound, but may or may not have consonants in it
3. C in a word spells /s/ before E, I, and Y. For instance–city, cycle. It spells /k/ otherwise—for Instance, Cat, clip.
4. G spells /j/ before E, I, and Y and /g/ otherwise. For instance, gem and Giant give out the sound of ‘j’. But garden and glad are pronounced with a ‘g’.
5. Q is always followed by ‘u’. For instance: Que, Queen.
6. Consonants are always doubled at the end of a one-syllable word with one vowel. For instance: Stiff, pass. This is also known as the Floss Rule.
7. ‘Ck’ is used to spell /k/ at the end of words for short vowels. For instance: pick. K is used otherwise. For instance: silk, and milk.
8. At any place in the sentence—capitalize names. For instance: Where is James?

2. Mastery Spelling Rules

Once the learner masters the basic spelling rules, they can get ready to learn the next set of high-level rules. They are: 

1. Vowels like A, E, O, and U spell their name at the end of syllables. For instance: Apron, unit, me, key
2. Words never end with V and J—a silent e is added at the end. For instance: give, wave.
3. I and O are spelled/i/ and /o/ before two consonants. For instance: kind, sold.
4. ‘Dge’ is always spelled/j/ after a short vowel. For instance: wedge.
5. At any place of a sentence, capitalize places. For instance: I will visit Paris.

3. Phenogram Rules

A phenogram is evidently a letter or a combination of letters that represent a sound, which forms the basic unit of spelling.  Thus it is crucial to grasp some crucial rules while learners transit them. We have seen so far comprehended general rules that apply to the Orton-Gillingham approach; Let us now explore phenogram rules : 

1. Any Word having Phenograms like ‘CI’, ‘SI’, and ‘TI’ are spelled as “sh” at both beginnings of a second and subsequent syllable. For instance, frusta tion, man sion, ra cial
2. ‘CK’ is one such phonogram that can be put after a single vowel (a,e, i,o, or u). For Instance: quack, snack, lick, clock, luck
3. The phonogram ‘DGE’ may be employed only after a single vowel that says A, E, I, O, or U. (grudge, wedge, pledge, fridge, smudge).
4. A base word can have ‘SH’ at its beginning or end. For instance: Sheep, Spanish. This phonogram can end a syllable. For instance: latish. But it can never begin with it unless the word ends with ‘ship’. For instance: warship, Relation ship
5. The phonogram ‘ED’ has three sounds. If a base word ends in the sound d or t, adding ed forms another syllable that spells ed (seed ed, chart ed). If the base word ends in a voiced consonant sound, the ending ed spells D (lived). If the base word ends in an unvoiced consonant sound, the ending ED spells T (pumped).
6. ‘SI’ can spell ‘sh’, ‘S’, or ‘zh’. It spelled ‘sh’ when it is preceded by a syllable ending S. For instance: expression. It is spelled ‘S’ when the base word changes. For instance: Lens, Pen sion. It spells ‘zh’ in the word ‘vi sion’.

Orton Gillingham Spelling Rules- Some Momentous Rules

Orton-Gillingham’s approach focuses on how the word is spelled, which makes it unique. It believes in guesswork games during this expedition. Thus, grasping what phenograms are and how they work becomes crucial. In this accord, some rules need special care to comprehend and thus need momentous supervision. Here are the rules:

1. The K or CK Rule

This rule applies at the end of the words or a syllable. This basic rule says if the /k/ is heard after a short vowel or end of a word, then it is spelled ‘CK’ For instance, Sock, Quick. On the other hand, if /k/ is heard after a long vowel, it is spelled with K, For instance: Spook. Learners are often bewildered between the two. The best way to evaluate is by checking if the word has one long vowel or a short vowel. Activities, dictation, and games can develop this rule. 

2. The CH Rule

Another common area where learners are bewildered is between CH and TCH. The rule hypothesis is that if you hear a /ch/ sound after a syllable and precede a short vowel, it is spelled ‘-TCH’. For instance: watch patch.  While it is spelled ‘-CH’ if there is a consonant or vowel before /ch/. For instance: church, and branch.  Moreover, ‘-TCH‘ will never start a word. 

Learners can evaluate the word to get an answer— First, by checking if the word has one syllable, and then if it is a short or long vowel. Apart from games, activities, and dictation, verbalizing can evince comprehension. 

3. Long A Vowel Teams

As the learner stretches their knowledge of vowel teams, spelling choices increase; thus, they would need tools to train. One such area is distinguishing between AI and AY in certain words. To tackle this, they need to be taught some tips to identify. These are: 

• Recognizing the base word
• A long sound at the end of the syllable is spelled AY.  For instance: pay, ray.
• A long sound at the beginning is considered AI or AE. For instance: Brain.

Teaching this rule is effortless if you follow an organized procedure. Start with known words, then review their activities. Games and dictation can be obliging.

Summing up

Learning spelling rules is not facile, even for those with learning complexities. But these rules turn out to be crucial for better comprehension of fluency, and thus language mastery. Everyone comprehends the relevance of spelling in the curriculum, but there is a debate among them about how it can be taught in schools.

The education proceedings may get yet more critical for special needs children. The spelling rules illustrated above can be implanted through specialized phonic instructions, and interactive activities to make them potent to compete.  

References:

[1] Learning Morphological and Phonological Spelling Rules: An Intervention Study: Bryant P. & Ollson J. (2009 November 19)

Manpreet Singh

An engineer, Maths expert, Online Tutor and animal rights activist. In more than 5+ years of my online teaching experience, I closely worked with many students struggling with dyscalculia and dyslexia. With the years passing, I learned that not much effort being put into the awareness of this learning disorder. Students with dyscalculia often misunderstood for having  just a simple math fear. This is still an underresearched and understudied subject. I am also the founder of Smartynote -‘The notepad app for dyslexia’, 

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