Dyslexia is a neurological syndrome in regards to the use and processing of linguistic and symbolic codes, alphabetic letters representing speech sounds or numeric symbols representing numbers or quantities. Dyslexics also have difficulty reflected in the language continuum that includes spoken language, written language and language comprehension. Dyslexia is not the result of neurological damage but is the product of neurological development.
Dyslexia commonly runs in families and varies from mild to severe. Most importantly, the use of the Orton-Gillingham approach by a knowledgeable and experienced teacher, can significantly moderate the language learning and processing problems that arise from dyslexia. Indeed, the approach, when used in the early grade school years by a qualified practitioner, has every likelihood of eliminating the notable difficulty that dyslexics have with reading and writing.
The Orton-Gillingham approach is language-based, multisensory, structured, sequential, cumulative, cognitive, and flexible.
Language-Based
The Orton-Gillingham approach is based on a technique of studying and teaching the English language, understanding the nature of human language, the mechanisms involved in learning, and the language-learning processes in individuals.
Multisensory
Orton-Gillingham teaching sessions are action oriented with auditory, visual, and kinesthetic elements reinforcing each other for optimal learning. The student will learn spelling simultaneously with learning to reading by gaining knowledge of each of the six syllable patterns.
Structured, Sequential, Cumulative
The Orton-Gillingham instructor introduces the elements of the language systematically. Students begin by reading and writing sounds in isolation. Then they blend the sounds into syllables and words. Students learn the elements of language, such as consonants, vowels, digraphs, blends, and diphthongs, in an orderly fashion. They then proceed to structural elements such as syllable types, roots, and affixes. As students learn new material, they continue to review old material to the level of automaticity. When the student is ready, the instructor addresses vocabulary, sentence structure, composition, and reading comprehension in a similar structured, sequential, and cumulative manner.
Cognitive
Students learn about the history of the English language and study the many generalizations and rules that govern its structure. The students also learn how best they can learn and apply the rules and generalizations to achieve reading and writing success.
Flexible
Orton-Gillingham teaching is diagnostic-prescriptive in nature and means that as the instructor is working with the student they seek to understand how the student learns and determines the appropriate teaching strategy for each student during each lesson.
Emotionally Sound
In every lesson, the student experiences a high degree of success and gains confidence as well as skill. Learning then becomes a rewarding and happy experience.
Emotionally Supportive
The emotional and behavioral affects of dyslexia are dealt with and worked on with families so their loved ones, as well as the family system, can benefit from the many times catastrophic affect of the pain, anguish and embarrassment of having dyslexia. Extremely low self esteem and the colossal waste of mental energy that goes into maintaining the a large part of the emotional burden that comes with having dyslexia. To our knowledge the Adirondack Reading Center is the only Center that has this dual support system in place for their strength.
How We Teach an Orton-Gillingham Lesson
Adirondack Reading Center
Queensbury, New York
12804518-745-7323 (READ)
adkreadingcenter@gmail.com
