Orton-Gillingham Letter Order
The Orton-Gillingham approach was developed in the 1930s by Dr. Samuel Torrey Orton, a neuropsychiatrist and pathologist, and Anna Gillingham, an educator and psychologist. This approach is primarily used to help individuals who have difficulty with reading, spelling, and writing, associated typically with dyslexia. It is a direct, explicit, multisensory, structured, sequential, diagnostic, and prescriptive way to teach literacy.
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The Orton-Gillingham Letter Order
Unlike traditional alphabet teaching (A-Z), the Orton-Gillingham approach introduces letters based on the frequency and utility in forming simple words. The typical sequence begins with consonants and short vowels, which are easier for students to blend into words.
Why This Letter Order?
The rationale behind the specific letter order in the OG approach is based on several key factors:
- Frequency in English Language: Letters that appear more frequently in simple words are taught first.
- Ease of Discrimination: Letters that look and sound distinctly different are introduced earlier to avoid confusion.
- Phonetic Consistency: Letters that typically represent a single sound are taught before those with multiple sounds.
- Building Blocks for Words: The initial letters are chosen so that students can quickly begin to read and form short, simple words.
Typical Letter Sequence
A common sequence used in the Orton-Gillingham approach might start with consonants such as ‘m’, ‘s’, ‘t’, ‘p’, and vowels like ‘a’ and ‘i’. This allows students to start forming words early in the learning process, for example, “mat”, “sat”, “pat”.
Benefits of the Orton-Gillingham Letter Order
- Early Success: By starting with letters that can be easily combined to form words, students experience early success, which is motivating.
- Confidence Building: As students master the basics, their confidence grows, which is crucial for struggling readers.
- Reduces Confusion: Introducing visually and phonetically distinct letters early helps prevent confusion, making it easier for students to differentiate between sounds and shapes.
- Customizable: The approach can be tailored to the needs of individual students, allowing for adjustments based on the learner’s progress and challenges.
Orton-Gillingham Letter Order Example
This sequence is designed to help students grasp reading and spelling in a structured, progressive manner. Below is an example of how the letters might be organized and introduced in the Orton-Gillingham curriculum:
| Phase | Letters Introduced | Example Words |
|---|---|---|
| Phase 1 | m, s, t, a, i | mat, sit, sat, tam, sim |
| Phase 2 | p, n, o, f, b | pot, fan, mop, bin, sob |
| Phase 3 | c, h, e, r, d | red, her, had, cod, rich |
| Phase 4 | g, l, u, j, k | jug, leg, gum, kid, luck |
| Phase 5 | w, y, z, v, x | wet, yes, van, fix, zip |
| Phase 6 | q, u (qu), sh, th, ch | quit, quip, ship, thin, chop |
| Phase 7 | wh, ck, ng, nk | when, pick, ring, bank |
Notes on the Table:
- Phases: The table is divided into phases, which represent a logical grouping of letters based on their phonetic and visual properties. Each phase builds upon the skills learned in the previous one.
- Letters Introduced: This column lists the letters or letter combinations introduced in each phase. The order is designed to help students quickly start forming words, enhancing their learning engagement and retention.
- Example Words: These are simple words that can be decoded using the letters from the corresponding phase. They are chosen to reinforce the sounds of the letters introduced and to provide immediate practice in reading and spelling.
Implementation Tips:
- Multisensory Techniques: When introducing each letter, incorporate visual, auditory, and kinesthetic activities. For example, have students trace letters in sand while saying the sound out loud.
- Cumulative Review: Continuously review previously taught letters and words to reinforce learning and ensure retention.
- Customization: Adjust the pace and content based on the individual student’s needs, strengths, and weaknesses. The Orton-Gillingham approach is highly flexible, allowing for adjustments to suit each learner.
This structured introduction of letters and sounds is a core strength of the Orton-Gillingham approach, particularly beneficial for students with dyslexia or other learning differences, as it systematically builds foundational reading skills.
Final Thoughts
The Orton-Gillingham approach is more than just a method for teaching reading; it is a way to understand and address the individual needs of each student. The thoughtful letter order is a cornerstone of this methodology, facilitating a smoother and more effective learning experience for students, particularly those with dyslexia. By focusing on the most practical and common elements of English and building from there, the OG approach helps create a positive learning environment and fosters success in students who might otherwise struggle with traditional methods.
Educators and parents considering this approach should seek out certified Orton-Gillingham practitioners, as their specialized training equips them to implement this method effectively, ensuring that each child’s educational journey is as enlightening and empowering as possible. In adopting such structured, empathetic, and scientifically sound practices, we can make literacy accessible to all learners, paving the way for their future success in academics and beyond.
