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History of Orton-Gillingham
History of Orton-Gillingham
Orton-Gillingham was the first teaching approach designed to help struggling readers by explicitly teaching the connections between letters and sounds. In the 1930’s neurologist Dr. Samuel T. Orton and educator, psychologist Anna Gillingham developed the Orton-Gillingham approach to reading instruction for students with "word-blindness," which would later become known as dyslexia. Their approach combined multi-sensory teaching strategies paired with systematic, sequential lessons focused on phonics.Today, Orton-Gillingham is used in many reading programs as an effective way to teach literacy.
What Orton-Gillingham is all about
What Orton-Gillingham is all about
Orton-Gillingham is a highly structured approach that breaks reading and spelling down into smaller skills involving letters and sounds, and then building on these skills over time. It also was the first approach to use multi-sensory teaching strategies to teach reading, which is considered extremely effective for teaching students with dyslexia. This means that educators use sight, hearing, touch, and movement to help students connect and learn the concepts being taught.
Orton-Gillingham In Robbinsville
Orton-Gillingham In Robbinsville
In 2019, The Robbinsville School district hired an Orton-Gillingham District Trainer to their staff. Currently, 90 teachers across the district have been trained in the Orton-Gillingham approach. In Sharon School, elements of Orton-Gillingham are embedded in daily lessons during Fundations or Word Study time. For students needing additional support, Multisensory Reading is an Orton-Gillingham Tier 2 and Tier 3 intervention. Students who qualify for Multisensory Reading struggle with decoding, encoding, and oral reading fluency. The Robbinsville School District is an accredited partner school district through the Institute for Multisensory Education
Screening Items for Multisensory Reading Services
Screening Items for Multisensory Reading Services
Parental Screening Consent Form
Kilpatrick Phonological Awareness Skills Test
Beginning Reading Skills Assessment (kindergarten only)
IMSE Initial Assessments (Level 1, 2, or 3) for 1st-4th grade students
Handwriting Sample
DIBELS Oral Reading Fluency Assessment or Read Naturally Fluency Placement
Colorado Learning Disabilities Questionnaire- Reading Subscale (CLDQ-R) (2nd grade and above)
IMSE Red Word Assessment
Gallistel Ellis Test of Coding (5th-8th grade students)
RTI Multisensory Reading Tiers
RTI Multisensory Reading Tiers
Tier 1:
No intervention is needed at this time. Daily Structured Literacy instruction in the general educaiton setting is currently meeting the student's needs.
Tier 2:
Student is one grade level behind general education peers for decoding and encoding.
Student falls 10 words below the 50th percentile mark for grade level but higher than the 10th percentile
Student is seen daily in 30 minute small group sessions (not to exceed 5 students). This is offered as a pull out support service.
Tier 3:
Student is two years behind grade level with decoding and encoding skills
Student falls below the 10th percentile for grade level fluency
Student is seen in daily 30 minute individual sessions. This is offered as a pull out support service.
*Once students have made gains with a 5 day per week intervention and are within 6 months of the grade level expectation, they will begin a gradual reduction down to 2-3 days per week for services. Once students are operating within the grade level expectation, they will exit from MSR services. Parents will be notified of any reduction in time for MSR programming.
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