“C” says /K/: Orton-Gillingham Reading Approach

sound-development-web

Approximate ages sounds develop

Recently, I took a 30-hour intensive refresher training in Orton-Gillingham, a preferred method of instruction for people with dyslexia, given by the Institute of Multi-Sensory Education.    The OG multi-sensory approach has a few differences.  First instruction begins with the letter “C ” which says /k/, “O,” and “A”.   The original OG starts with letters “A”, “B” and “F” all sounds acquired around the age of 4.  Orally, “C” is a complicated letter to begin instruction because of the fact that in reading it has 2 sounds /k/, acquired around 4 years of age, and /s/, developed as late as 7 for some children.  As a beginning letter, it seemed like an odd choice, but the letter was chosen because of the ease with which it is written. When forming letters “c” easily becomes “O” in fact “C’ is 2/3 of “O.”   From a handwriting perspective, this change makes sense.

The multi-sensory OG approach dealt with the complicated  “C” by only teaching the /k/ sound initially. Letters in theOG multisensory approach are presented based on letter formation, and developmental age of acquisition instead of just developmental age of acquisition as in the original OG program.

Another difference in this new OG training was the multi-sensory component. They use multiple techniques like arm-tapping, finger tapping, making letters in the sand, and to provide multi-modes of learning. I enjoyed this component of instruction since many children with language-based learning disabilities have difficulty learning from purely auditory modes.  Adding multi-sensory learning techniques strengthens the OG program.

 

Similar posts
  • What did I just read? : The complexity of reading comprehensionI love to read, but what if you read and you don’t understand what you have read. Working with clients to improve reading comprehension is a challenge because reading comprehension relies on many skills including but not limited to vocabulary, grammar, visualization  Often I hear learning specialist say,  that a child is having problems with [...]
  • STOP the conversation! No one is listeningWhere are the conversations? In politics, conversations where people have differing views are impossible. People scream at each other. No one is listening to the other side. Democrats are outraged at Republicans.  Republicans push agendas in spite of the public outcries. No one is listening! How do we have conversations that move us toward healing and [...]
  • College Communication Executive-Function CoachTransitioning to college from high school Some college students, at least initially, need additional support services to succeed. Not because they don’t have the academic skills, but because they aren’t able to manage their new independence in addition to academic demands.  A College Communication Executive-Function Coach (CCEFC) helps students learn to manage their lives by [...]
  • Transitioning to College with Learning DisabilitiesPost high school education can be challenging for students transitioning from high school with special education services on little or no transition planning.   Concerns about self-care, class preparation, and social interactions are ever-present for all freshman. However, especially for students with who have been fully supported with special education services through high school, the changes [...]
  • Discovering What Works: Managing homework battlesMy daughter is now in the 8th grade. Our “homework battles” are primarily behind us, but not forgotten.  I wish I could say it just took time. That would negate all the wonderful help she’s received.  Managing homework battles takes a thoughtful, comprehensive approach.  It requires perseverance, patience, and sometimes skilled help to address the underlying [...]

No Comments Yet

Leave a Reply

Subscribe

Enter your email address to receive notifications of new posts by email.