"The Science of Reading"
READING IS NOT A NATURAL PROCESS!
The human brain is wired to speak and listen NOT read and write. It isn't natural! More than 40 years of scientific research into how the brain reads has proven that all human brains learn to read the same way. Some are just able to make it look more effortless than others. Research has proven that all humans learning to read benefit from Orton-Gillingham (also known as structured literacy).
"Reading and Writing are acquired skills for which the human brain is not yet fully evolved. [...] We are all disabled as readers and writers; the difference among us is simply that some are fairly easy to cure and some are not."
(Liberman, 1989 & 1997)
Visual, auditory, tactile and kinesthetic techniques are incorporated simultaneously throughout all parts of the lesson
Teachers assess and create lessons based on where the child is in their current reading ability. Concepts and skills are taught for mastery.
Teachers make decisions for instruction based specifically on the needs of the individual child.
4. Systematic and Sequential
Lessons follow a specific order of progression and build on previously taught material.
Teachers use direct instructions. Students are taught the rules, generalization and structure of the English language.
Orton-Gillingham lessons devote time to studying all aspects of language, its history, how it works and how it affects learning.
"As fast as you can and as slow as you must"-Anna Gillingham
Teachers have the freedom to change the direction of a lesson plan based on a student’s performance.
8. Emotionally Sound
Since Orton-Gillingham is always reviewing previously taught materials, students get lots of repeated practice, which is confidence building. Students who experience this confidence develop a positive attitude toward the learning process.