Learning to read is a multi-faceted skill—think of it as an umbrella. Beneath this umbrella lies mastery of essential components of language comprehension (background knowledge, vocabulary, language structures, verbal reasoning, literacy knowledge) and word recognition (phonological awareness, decoding, sight recognition).
These components are combined within the brain’s processing systems for skilled reading development. An evidence-based reading curriculum includes instruction in both of these areas and is based on the science of reading. The science of reading consists of a vast body of research and knowledge based on findings from experts across the globe over five decades. This science of reading research has proven that a Structured Literacy approach is the key to reading success.
The Orton-Gillingham approach is an evidence-based form of Structured Literacy that focuses on the individual strengths and needs of every student. It is based on a well-developed curriculum that is systematic, sequential, and cumulative. Using a systematic and cumulative approach, an Orton-Gillingham reading program breaks down reading and spelling into smaller skills involving letters and sounds. Instruction begins with easier concepts and scaffolds upon learned skills to more advanced concepts, providing a solid foundation in literacy skills and supporting students to better understand the English language.
The Institute for Multi-Sensory Education (IMSE) provides Orton-Gillingham professional training, materials, and resources as part of its offering to educators. IMSE’s Orton-Gillingham reading program allows children to better understand how and why the components of reading work the way they do. IMSE has spent decades assembling a practical implementation of the Orton-Gillingham methodology for the classroom by gathering the most current information on Orton-Gillingham, Structured Literacy, and the Science of Reading to ensure teachers are well-equipped to support their students.
How Reading Programs Benefit from the Orton-Gillingham Method
Founded in the 1930s by Dr. Samuel T. Orton and Anna Gillingham, the Orton-Gillingham approach was designed as an intervention for those who struggled with reading, spelling, and writing. This highly structured approach focused on the parts of the whole-breaking words down into more manageable parts, beginning with sounds and letters within syllables and then scaffolding skills over time in a meaningful sequence. Orton-Gillingham lessons implement all of the components and instructional elements of a Structured Literacy approach. Structured Literacy brings the Science of Reading into the classroom and ensures that students receive evidence-based, explicit teaching and an equal opportunity for success. It is especially well suited to students with dyslexia because it directly addresses their core weaknesses in phonological skills, decoding, and spelling and empowers them with Orton-Gillingham strategies that promote their independence (Moats, 2017). According to the International Dyslexia Association, “This approach not only helps students with dyslexia, but there is substantial evidence that it is effective for all readers” (2019). Evidence shows that typical literacy programs have historically left educators ill-equipped to implement explicit, systematic phonics instruction and that supplemental instructional materials have been poorly aligned to support literacy learning. Thanks to national shifts in legislation, evidence-based approaches based on the Science of Reading have recently been adopted into law in more than 40 states since the end of 2024 (Schwartz, 2024). These specific policies include requirements for professional development, certifications, instructional materials, and timely assessments to support teachers and students.
The Orton-Gillingham methodology has been in practice for 80 years in a variety of instructional settings. While it was originally developed to support the unique needs of dyslexic learners, it has become widely recognized and implemented as a Structured Literacy approach backed by the Science of Reading. Given its many advantages to support literacy instruction for all learners, an Orton-Gillingham reading program can benefit reading programs in several ways.
- Orton-Gillingham empowers teachers with a clear, straightforward plan and strategies to help students understand the how and why of our English language.
- This structured approach was designed to meet the needs of every learner. Having a plan, assessment process, and scaffolded lessons ensures that educators feel equipped to address individual strengths and areas of weakness, while closing the gap in reading achievement.
- Multisensory instruction increases engagement and active learning in the classroom, making Orton-Gillingham lessons more fun and appealing to students.
- The approach is flexible. With appropriate teacher training, Orton-Gillingham lessons can be adapted to complement reading programs and class schedules.
The Key Benefits of the Orton-Gillingham Approach
- It’s Multisensory
Orton-Gillingham is well recognized for pioneering a “multisensory” learning model that incorporates visual, auditory, kinesthetic, and tactile sensory modalities. For example, when learning letter-sound associations, the student sees the letter (visual), hears the sound of the letter (auditory), feels the articulatory properties used to produce the sound (kinesthetic), and feels the formation of the letter while writing or tracing it in sand or on a raised surface (tactile). Studies have shown how multisensory methods engage neural pathways and are believed to enhance learning (Baines, 2008; McIntyre & Pickering, 2001). Materials and activities that activate the senses, such as manipulatives, hand motions, gross motor movements, and sand writing, can support early learning and be scaffolded later as skills are mastered (Reading Rockets). Teaching to all senses supports the diverse learning needs of students, making education more accessible and inclusive for all.
- It’s Direct, Explicit, Systematic, Sequential, and Cumulative
New learning is direct and cumulative. Concepts within the scope and sequence are explicitly taught and scaffolded onto previously learned concepts. An Orton-Gillingham lesson provides a high level of student-teacher interaction, guided practice, and immediate and corrective feedback. Students are given opportunities to activate prior knowledge through practice and review of previously learned material before introducing a new phoneme or spelling rule.
- It’s Diagnostic and Individualized
Assessment drives instructional decisions and allows educators to pinpoint each student’s individual strengths and skill deficits. Educators can use data to determine where to begin and how to group students to maximize success while supporting an MTSS framework of establishing goals and instruction based on individual student strengths and areas of need. Ongoing monitoring evaluates the effectiveness of instruction and demonstrates student progress. A comprehensive assessment system supports the prevention of reading difficulties, identifies at-risk students, and provides critical answers to guide effective literacy instruction and intervention.
- It’s Language-Based
Orton-Gillingham is a comprehensive approach based on the structure and history of the English language, integrating oral language, reading, spelling, and writing to teach how our language works. Direct instruction begins with phonemes (sounds) and the alphabetic principle (the relationship of sounds to letters) and progresses to more complex concepts such as advanced spelling rules and morphology.
Three Key Components of the Orton-Gillingham Curriculum
- Three-Part Drill
This component provides essential review and practice of learned concepts and strengthens the student’s understanding of sound-symbol relationships. Prior to learning a new concept, students are provided with the opportunity to review prior concepts in three steps that include visual, auditory/kinesthetic, and blending practice to improve automaticity and accuracy.
- Introducing a New Concept
Each lesson builds carefully upon the previous lesson and follows a scope and sequence. This allows students to move from easier concepts to more complex ones, ensuring there are no gaps in their learning and that a strong foundation in phonics is established. Concepts are introduced as a multisensory experience that activates the visual, auditory, kinesthetic, and tactile learning of phonemes (sounds) and graphemes (letter representations). After the first few concepts are taught, students will apply their concept knowledge to practice reading green words in decodable text. Green words are best for application because they follow phonetic rules and include concepts that have already been learned. Opportunities for encoding (spelling) green words using pounding (syllable identification) and finger-tapping (sound-symbol identification) are also included in this component.
- Red Word Instruction
Red words are more complex because they contain one or more irregular spellings and must be memorized. Red word instruction incorporates multisensory techniques and teaches word memory through a gross-to-fine motor process that includes arm tapping, letter tracing, and the use of sensory materials. The process provides multiple opportunities for writing the red word with a utensil and for finger tracing. The idea that tangible processes such as writing can reinforce memory has been well-studied over time (Hu, 2024).
These instructional components of the Orton-Gillingham approach help students develop a strong foundation in reading, spelling, and writing. Teachers can provide additional extension activities to further reinforce learning in centers throughout the week. These opportunities for application should include multisensory techniques and differentiation to engage all learners in the classroom.
IMSE’s Orton-Gillingham Program Professional Development
Professional learning is a key element that provides educators with a deeper understanding of literacy learning and supports the implementation of 2 with integrity and fidelity. IMSE is a literacy leader and is recognized as the effective go-to resource to make a direct impact in the classroom. IMSE supports teachers, administrators, and Districts with an implementation plan that fosters sustainability and success for all. IMSE knows that teachers are busy people and has developed training options, both virtual and in-person, to accommodate all schedules. The literacy resources are straightforward and practical, so they can be effectively implemented in the classroom immediately after training is completed.
IMSE’s Resources and Science of Reading Instructional Materials
- Products for the classroom can be found at https://imse.com/products/
- See a list of Training Programs for educators at https://imse.com/training-descriptions/
- Learn about schoolwide or classroom Online Training at https://imse.com/private-district-trainings/
- After completing training, educators can learn more about Coaching support at https://imse.com/online-coaching/
FAQs About Orton-Gillingham
- What is the Orton-Gillingham approach to teaching?
Orton-Gillingham is an evidence-based Structured Literacy approach that breaks reading and spelling down into smaller skills. Instruction begins with letters and sounds and progresses to more complex concepts, including advanced concepts and morphology. The explicit, cumulative approach allows students to master fundamental literacy skills so they can build a strong foundation in reading, spelling, and writing.
- What skills are taught in Orton-Gillingham?
The Orton-Gillingham approach teaches foundational skills in phonological awareness, phonics, letter-sound correspondence, blending, segmenting, and knowledge of spelling rules and patterns. These skills are taught using a multisensory method, which has been proven to support students with dyslexia.
- What are the two principles of Orton-Gillingham?
The two primary principles of the Orton-Gillingham approach are that it is diagnostic and prescriptive. Assessment and progress monitoring continually inform the educator’s decisions to ensure that every student’s needs are met through effective instruction and intervention.
Sources
Baines, L. (2008). A Teacher’s Guide to Multisensory Learning: Improving literacy by engaging the senses. ASCD
Center For Effective Reading Instructions and International Dyslexia Association. Phonics Instruction: The Value of a Multi-sensory Approach. Retrieved from readingrockets.org: http://www.readingrockets.org/article/phonics-instruction-value-multi-sensory-approach.
Hu, Charlotte. “Hands-on” in Scientific American Magazine Vol. 330 No. 5 (May 2024), p. 13.
International Dyslexia Association. (2017). Effective reading instruction for students with dyslexia (fact sheet). Retrieved from https://dyslexiaida.wpengine.com/effective-reading-instruction/
International Dyslexia Association. (2019). Here’s why schools should use Structured Literacy. Volume 8, Issue 2, June 2019. Retrieved from https://dyslexiaida.org/heres-why-schools-should-use-structured-literacy/
McIntyre, C., & Pickering, J. (2001). Clinical Studies of Multisensory Structured Language Education. Dallas: International Multisensory Structured Language Education Council.
Moats, L. C. (2017). Can prevailing approaches to reading instruction accomplish the goals of RTI? Perspectives on Language and Literacy, 43, 15–22.
Schwartz, Sarah. (2024, January 24). Which States Have Passed ‘Science of Reading’ Laws? What’s in Them? Education Week. Retrieved from https://www.edweek.org/teaching-learning/which-states-have-passed-science-of-reading-laws-whats-in-them/2022/07
Smith, G.J., Booth, J.R., and McNorgan, C. Longitudinal Task-Related Functional Connectivity Changes Predict Reading Development. Frontiers in Psychology, 60, September 2018.[10]
Spear-Swerling, L. (2018). Structured literacy and typical literacy practices: Understanding differences to create instructional opportunities. Teaching Exceptional Children, 51, 201–211.
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