Orton-Gillingham

							             Orton-Gillingham
           Multi-Sensory Reading Instruction




“Before children can read to learn, they must learn to read.”
Developed by neurologist Dr. Samuel T. Orton and educator
Anna Gillingham at the New York Neurological Institute.



  Originally used to teach dyslexic children to read.




To simulate dyslexia, try drawing a picture while looking in
a mirror.

The brain knows what to do, but the body won’t respond like
you want it to.
 •A direct link exists between the fingertips and the language
 sensors of the brain. This is why Braille works.




Simultaneous, multisensory (VAKT)
Teaching is done using all learning pathways in the brain
(visual/auditory, kinesthetic-tactile) simultaneously in order to
enhance memory and learning.
•For instruction to have the most lasting impact, you must
engage both sides of the brain. *Crossover*




    Crossing over the midline of the body allows for
    bilateral integration and stimulates both the expressive
    and receptive language centers of the brain.
Ways to incorporate Multi-Sensory Activities:
                    Music
                   Singing
                   Drawing
                    Dance
               Hands-on Activities
60% of our language in multi-syllabic words is based on
   Greek and Latin after the 4th grade reading level.


      We don’t teach Greek and Latin to our lower
                 performing students.




    This explains why so many of our students do not
              read above a 4th grade level.
 Greek based words give equal meaning to prefixes,
               suffixes, and roots.

Latin based words give the most meaning to the base
        word. Affixes will add to that meaning.




   Incorporating the use of multi-sensory instruction
    combined with an understanding of Greek and
   Latin words can increase reading comprehension
                     dramatically.
                 Adding ING Spelling Trick:

1,2    double I do              1,2,3 no double for me



S I T T ING                     S T A N D ING
      1 2                              1   2   3