About Orton-Gillingham
The term “Orton-Gillingham”, or “O-G”, refers to an approach to teaching, rather than a set program. The Orton-Gillingham approach grew out of the work of Dr. Samuel Torrey Orton (1879-1948) and Anna Gillingham (1878-1963). Dr. Orton, a professor of neuropsychiatry and neuropathology at the Neurological Institute of Columbia University, was a pioneer in focusing attention on language differences by bringing together neuropsychiatric information and principles of remediation. As early as 1925, he had identified the syndrome of developmental reading disability, separated it from mental defect and brain damage, and offered a physiological explanation with a favorable prognosis. Anna Gillingham was a gifted educational psychologist who worked with Dr. Orton. Ms. Gillingham trained teachers in this remedial approach to teaching students with dyslexia and compiled and published instructional materials with Bessie W. Stillman.
The Orton-Gillingham approach, first introduced in the 1920’s, is still widely in use today across Canada, the USA and world-wide as not only an approach for remediating language-based learning difficulties, but as evidence-based reading and spelling instruction for all students in mainstream education.
Why have I never heard of Orton-Gillingham before?
Regrettably, the Orton-Gillingham (OG) approach, also known as Structured Literacy and explicit and structured literacy instruction, remains relatively unknown within our education system. Many teachers I've spoken with are unfamiliar with Orton-Gillingham and have limited knowledge of dyslexia's signs and symptoms. Unfortunately, a flawed "cueing method" was widely adopted in North America, despite being discredited by literacy scientists. However, a collaborative effort by literacy scientists, educational psychologists, and Orton-Gillingham practitioners is underway to revolutionize reading instruction in schools. While progress is being made, there's still much work to be done. For a deeper understanding of how we arrived at this point, I recommend exploring the podcast "Sold a Story", which offers valuable insights into the history and evolution of literacy instruction.
Is Orton-Gillingham just for children with dyslexia?
Definitely not! Whether or not your child has been diagnosed with dyslexia, OG can be highly effective at teaching your child. A structured multi-sensory approach to teaching is recommended for all children by educational specialists and psychologists.
Unfortunately, our school system often lacks the resources and support to cater to students who have fallen behind, particularly in middle school and beyond, leaving them to struggle with mounting academic deficits and dwindling confidence. As a result, many students are left to navigate their challenges alone, without the individualized attention and accommodations they need to catch up and thrive. However, Orton-Gillingham teaching offers a lifeline for these students, providing a personalized approach to learning that can help them overcome their challenges and succeed. While often associated with dyslexia support, Orton-Gillingham teaching is also effective for students who have fallen behind due to ADHD, Autism, or pandemic-related disruptions, helping them to build a strong foundation in reading, writing, and spelling, and regain confidence in their academic abilities.
Is my child too young/old for Orton-gillingham?
The answer is, it's never too early or too late to start! Our program is highly individualized, catering to each child's unique needs, interests, and abilities. If you suspect dyslexia, early intervention is ideal, but we've seen remarkable progress in students of all ages. In fact, I have a special fondness for working with older students - many of my current students are between 12-16 years old. With the right approach, anyone can make significant strides, regardless of age!
My child has other learning differences (I.e. autism, ADHD) as well as dyslexia, is OG for them?
Many of my students have an additional learning difference! Each lesson pace is designed for your individual child. I have extensive experience and education with students with other sorts of learning and behavioral disabilities. I believe the best approach is kindness and patience.
How long will it take for my children to be reading at grade level with Orton-Gillingham?
Our approach is tailored to each student's unique learning profile, working "as fast as we can and as slow as we must" to ensure lasting progress. Our goal is to empower your child with the skills and confidence they need to become a competent and independent learner. While you can expect to see immediate gains and progress in as little as two weeks, it's important to understand that the journey to grade-level proficiency takes time - several months to years. But with consistent and dedicated support, your child will develop the reading, writing, and executive functioning skills they need to succeed and thrive in the long run.
How long will my child need Orton-Gillingham lessons?
Learning is a marathon, not a sprint, especially for students who face challenges with reading and writing. Progress unfolds gradually over time, requiring patience, persistence, and dedication. A range of factors - including attention span, retention, memory, attendance, working speed, and starting point - influence the pace of progress. As a child works to overcome their struggles, confidence builds steadily, brick by brick. By acknowledging and respecting this unique journey, we can create a supportive environment that fosters lasting growth, success, and a lifelong love of learning.