to learn to read proficiently. It was developed by Dr. Samuel Orton, professor of psychiatry at the
University of Iowa, and researcher Anna Gillingham, a psychologist and remedial teacher. The
approach involves multisensory, language-based, structured and sequential, flexible, and confidence-
building practices.
- Multisensory: Learning comes through our senses. Languarge is learned through visual (reading), auditory
(hearing), and kinesthetic (writing) experiences. By concentrating on drills and exercises that use these pathways
simultaneously, students are offered a more effective method to learn reading.
- Language-based: The Orton-Gillingham approach is based on the learning mechanisms involved in learning
language.
- Structured & Sequential: Students move through their custom curriculum step by step. The student begins with
simple concepts and progresses to more complex material. The sequential manner in which material is learned
enables students to master important literacy skills before moving on to more advanced concepts.
- Flexible: The lesson plans are geared to the child's particular needs and abilities and can adjust as these needs
change.
- Confidence-building: Each learning experience is designed to be a rewarding experience. Positive
reinforcement and one-to-one contact encourages your child to learn more.
Kids' Brain Power
Student Expectations
Areas of the brain involved in reading.
The primary motor cortex (M1) lies along
the precentral gyrus, and generates the
signals that control the execution of
movement. Secondary motor areas are
involved in motor planning.
A figurative representation of the body map
encoded in primary motor cortex. Body parts
with complex repertories of fine movement,
like the hand, require more cortical space in
M1, while body parts with relatively simpler
movements, like the hip, require less cortical
space.
Sensory maps of vision, audition, and
somatosensation integrated in the
superior colliculus.
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