Structured Literacy encompasses a science-based, structured approach to literacy instruction. It provides explicit, systematic, engaging, multi-sensory, and developmentally appropriate instruction. It teaches students the key skills needed to become efficient and accurate decoders. These skills lead not only to strong word identification but also to deeper text comprehension.
The Orton-Gillingham approach is a method of teaching reading and spelling to individuals with dyslexia. It is based on the work of Dr. Samuel Orton and Anna Gillingham, who developed the approach in the 1930s.
The approach is a multi-sensory, structured, and systematic method that uses visual, auditory, and kinesthetic techniques to teach the relationships between letters and sounds. It emphasizes the connection between the sounds of spoken language and the letters that represent them.
The Orton-Gillingham approach is highly individualized, meaning that instruction is tailored to the specific needs of the student. This is because dyslexia affects individuals differently and this approach allows the teacher to adjust to the student's pace and learning style.
The approach typically starts with teaching the basic building blocks of language, such as letter sounds and syllables, and then progresses to more complex language structures, such as words, sentences, and paragraphs.
As the student becomes more proficient in these areas, the instruction becomes more advanced, teaching the student to read and spell increasingly complex words and texts.
The Orton-Gillingham approach has been found to be effective in improving reading and spelling skills in individuals with dyslexia and other language-based learning disorders.