OrtonGillingham MultiSensory Reading Instruction

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Orton-GillinghamMulti-Sensory Reading Instruction
Before children can read to learn, they must
learn to read.
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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 wont
respond like you want it to.
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• 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.

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• 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.
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Ways to incorporate Multi-Sensory Activities
Music Singing Drawing Dance Hands-on Activities
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60 of our language in multi-syllabic words is
based on Greek and Latin after the 4th grade
reading level.
We dont 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.
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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.
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Adding ING Spelling Trick
1,2,3 no double for me
1,2 double I do
S T A N D
ING
S I T
T
ING
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