Is Orton Gillingham the Best Method for Dyslexic Students? Reviews and Research
Key points about the Orton-Gillingham approach for teaching dyslexic students:
- Orton-Gillingham is a structured, sequential, multisensory method for teaching reading, writing, and spelling to students with dyslexia. It was developed in the 1930s by neuropsychiatrist Samuel Orton and educator Anna Gillingham.
- The method uses a phonics-based approach, emphasizing phonemic awareness, letter-sound relationships, decoding, spelling, and repetition. Students learn by seeing letters, saying sounds, writing letters, and combining these skills.
- Research shows Orton-Gillingham improves reading ability, word recognition, and decoding skills in dyslexic students compared to unstructured teaching methods. However, results vary based on program quality, instructor skill, and student factors.
- Critics argue the method's structured nature makes it teacher-driven rather than student-driven. They say some implementations focus too much on repetition and memorization. However, proponents say the structure provides the sequential building blocks dyslexic students need.
- Orton-Gillingham requires intensive teacher training and is time-consuming to implement. Costs, time demands, and availability of trained teachers may limit access for some students.
- Overall, Orton-Gillingham is considered an effective, evidence-based approach for dyslexia. But program quality matters. Experts recommend evaluating specific implementations and instructor expertise rather than judging Orton-Gillingham itself. A skilled instructor can adapt the approach as needed for individual students.
In summary, Orton-Gillingham is a leading structured literacy program for dyslexia, with substantial research support. But program quality and fit for the individual child should be considered. A mixed approach drawing on the strengths of Orton-Gillingham and other methods may be optimal for some students.
Key points about the Orton-Gillingham approach for teaching dyslexic students:
- Orton-Gillingham is a structured, sequential, multisensory method for teaching reading, writing, and spelling to students with dyslexia. It was developed in the 1930s by neuropsychiatrist Samuel Orton and educator Anna Gillingham.
- The method uses a phonics-based approach, emphasizing phonemic awareness, letter-sound relationships, decoding, spelling, and repetition. Students learn by seeing letters, saying sounds, writing letters, and combining these skills.
- Research shows Orton-Gillingham improves reading ability, word recognition, and decoding skills in dyslexic students compared to unstructured teaching methods. However, results vary based on program quality, instructor skill, and student factors.
- Critics argue the method's structured nature makes it teacher-driven rather than student-driven. They say some implementations focus too much on repetition and memorization. However, proponents say the structure provides the sequential building blocks dyslexic students need.
- Orton-Gillingham requires intensive teacher training and is time-consuming to implement. Costs, time demands, and availability of trained teachers may limit access for some students.
- Overall, Orton-Gillingham is considered an effective, evidence-based approach for dyslexia. But program quality matters. Experts recommend evaluating specific implementations and instructor expertise rather than judging Orton-Gillingham itself. A skilled instructor can adapt the approach as needed for individual students.
In summary, Orton-Gillingham is a leading structured literacy program for dyslexia, with substantial research support. But program quality and fit for the individual child should be considered. A mixed approach drawing on the strengths of Orton-Gillingham and other methods may be optimal for some students.
The Orton-Gillingham approach to reading instruction for many teachers is the gold standard for helping dyslexic students learn to read. The method is rigorous and works for many students that adapt and use the auditory, linguistic and visual discrimination strategies that are repeatedly rehearsed with multiple modalities. The Orton-Gillingham phonics and reading method is a language-based, multisensory, structured, sequential, cumulative, cognitive, and flexible reading intervention for dyslexic students.
"The Orton-Gillingham Approach has been in use since the 1930s. An intensive, sequential phonics-based system teaches the basics of word formation before whole meanings. The method accommodates and utilizes the three learning modalities, or pathways, through which people learn—visual, auditory and kinesthetic. Unlike some scripted and rigid reading programs, the Orton-Gillingham Approach is a system that allows for flexibility." Wiki
Research
The Florida Center for Reading Research reported in 2006 that it was unable to identify any empirical studies examining the efficacy of the approach specifically as described in Orton-Gillingham training materials. Thus there was no direct research evidence to determine its effectiveness, although there are a variety of studies of derivative methods that incorporate aspects of Orton-Gillingham in combination with other techniques.
An overview of all reported studies of Orton-Gillingham derivative methods, such as Alphabetic Phonics or Project Read, revealed only a dozen studies with inconsistent results and a variety of methodological flaws. Despite these conclusions, the article does provide a detailed overview of the available research, which viewed most favorably would show some evidence of benefit from classroom use of OG methods with first graders, and use in special education or resource room settings with older children with learning disabilities.
In July 2010, a US Department of Education agency reported that it could not find any studies meeting its evidence standards to support the efficacy of Orton-Gillingham based strategies.
One study found it was effective for students who were English Language Learners.
Research has indicated the system is effective in remediating instruction for students with dyslexia. Although further research mentions that its efficacy is yet to be determined.
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