The Orton-Gillingham approach is language-based, multisensory, structured, sequential, cumulative, cognitive, and flexible. Its breadth, perspective, and flexibility prompt use of the term approach instead of method.
Language-based.
The Orton-Gillingham approach is based on a technique of studying and teaching language, understanding the nature of
human language, the mechanisms involved in learning, and the language-learning processes in individuals.
Multisensory.
Orton-Gillingham teaching sessions are action oriented with auditory, visual, and kinesthetic elements
reinforcing each other for optimal learning. The student learns spelling simultaneously with reading
Structured, Sequential, Cumulative.
The Orton-Gillingham teacher introduces the elements of the language systematically. Students begin by reading and
writing sounds in isolation. Then they blend the sounds into syllables and words. Students learn the elements of
language, e.g., consonants, vowels, digraphs, blends, and diphthongs, in an orderly fashion. They then proceed to
advanced structural elements such as syllable types, roots, and affixes. As students learn new material, they continue
to review old material to the level of automaticity. The teacher addresses vocabulary, sentence structure,
composition, and reading comprehension in a similar structured, sequential, and cumulative manner.
Cognitive.
Students learn about the history of the English language and study the many generalizations and rules that govern its
structure. They also learn how best they can learn and apply the language knowledge necessary for achieving reading
and writing competencies.
Flexible.
At best, Orton-Gillingham teaching is diagnostic-prescriptive in nature. Always the teacher seeks to
understand how an individual learns and to devise appropriate teaching strategies.
Emotionally Sound. In every lesson, the student experiences a high degree of success and gains confidence as well as skill. Learning becomes a rewarding and happy experience.