The Orton-Gillingham Approach is a direct, explicit, multisensory, structured, sequential, diagnostic, and prescriptive way to teach literacy when reading, writing, and spelling does not come easily to individuals, such as those with dyslexia.
It is best understood and practiced as an approach, not a method, program, or system. In the hands of a trained and experienced teacher, it is a powerful tool with incredible breadth, depth, and flexibility. You can also check this site to know more Orton-Gillingham approach.
The main learning content and practices that characterize the Orton-Gillingham Approach come from two sources: first, from a proven body of knowledge and practice over the last 80 years, and second, from scientific evidence on how people learn to read and write.
This approach is so named because of the fundamental and fundamental contributions of Samuel T. Orton and Anna Gillingham. Samuel Tori Orton (1879-1948) was a neuropsychiatrist and pathologist. He was a pioneer in overcoming reading failure and related difficulties in language processing.
He collects neuroscience information and the principles of remediation. As early as 1925 he identified dyslexia as an educational problem. Anna Gillingham (1878-1963) was a gifted educator and psychologist with excellent language skills.
Encouraged by Dr. Orton collected and published teaching materials since the 1930s, which formed the basis for the training of students and teachers in the so-called Orton-Gillingham approach.