Perspective
The Orton-Gillingham philosophy is based on a technique of studying and teaching language and on an understanding of the nature of human language, of the mechanisms involved in learning, and of the language-learning processes in individuals. Inherent in the language acquisition process is emphasis on the meaning and comprehension of the material that is written and read.
Speech, where words are formed, is a primary communication system for conveying meaning. In turn, spoken words may be represented graphically by the symbols of a writing system. Where such a writing system is based upon the alphabetic principle, rules specify how symbolic letters shall correspond with sounds and their order in spoken words. Words are sequenced according to an established rule structure (grammar) to form meaningful sentences. Sentences are then arranged according to the rules of paragraphing and thematic composition in increasingly sophisticated levels of organization. In the language of mathematics, a different, but in many regards overlapping, code and system of symbolic relationships needs also to be mastered.
The application of the Orton-Gillingham philosophy is based also on human neurophysiology and psychology which indicate that it is appropriate to use a multisensory approach in teaching language. Each phonetic unit and sequence in spoken and/or graphic form is learned through hearing, speaking, seeing, and writing; these skills are learned and practiced simultaneously and in coordination with one another. Auditory, visual, and kinesthetic patterns reinforce each other for optimal learning, and provide flexibility for accommodating individual learning differences. This educational methodology embodies teaching strategies which are biologically and linguistically sound and beneficial to all language learners. As a general principle, knowledge for understanding and sufficient practice for mastery promotes efficiency of language acquisition. For the dyslexic person, the emphasis on step-by-step development of skill has proven essential to both early success and lasting results.
This text is taken, with permission, from literature published by the Academy of Orton-Gillingham Practitioners and Educators. Their website is www.ortonacademy.org.
Teaching
"Teaching, as well as learning, has many dimensions. While we, the educators, are keeping the structure of the language in mind, we need to remember the learner's need for a program that is at once multi-sensory, phonetically based, structured, sequential, cumulative, and rational..."
"We need both education for understanding the principles of the language, and training, or practice, to make the learned elements retrievable and the processes automatic. These skills need to be acquired through all the sensory avenues of learning open to the student -- visual, auditory, kinesthetic, and tactile, in interactions summarized as a multisensory approach."
All tutors at the Kildonan School and Camp Dunnabeck undergo a rigorous sixty-five hour Associate Level Orton-Gillingham course that goes beyond the guidelines established by the Academy of Orton-Gillingham Practitioners & Educators. Subsequent to those course hours, tutors participate in a practicum experience, which includes continued reading, observations by on-site Fellows of the Academy, and continued training in the form of workshops and meetings. Many tutors choose to complete requirements in fulfillment of the Associate level of the Academy; some choose to move towards the Certified level as well. Many of our faculty attend conferences about dyslexia and Orton-Gillingham throughout the year.
All students at The Kildonan School and Dunnabeck at Kildonan receive one-to-one tutoring. Sessions at Kildonan are forty-five minutes long while camp tutoring sessions last an hour.
Quotes are taken, with permission, from literature published by the Academy of Orton-Gillingham Practitioners and Educators. Their website is www.ortonacademy.org.
