Helping Struggling Readers

A Multi-Sensory Instructional Model for

Students

Reading – A Complex Task

“Reading is the most complex neurological task a person undertakes in his lifetime. That human beings are able to read at all is a miracle. Yet, most of us are able to do it so effortlessly that we fail to realize how difficult it is.” Dr. R.M.N. Crosby, MD Pediatric Neurologist and Neurosurgeon Author of Reading and the Dyslexic Child

Learning to Read About 70% of students will

learn to read implicitly, but will still require direct instruction to read their maximum potential.

30 % of students require direct instruction with review and practice in order to be able to encode and decode words.

Students who understand that words can be segmented into sounds become better readers.

ALL students benefit from this direct instruction.

What is Phonemic Awareness?

An understanding that a single-syllable word such as “cat” can be segmented into individual phonemes/sounds Example: / k-a-t/.

An understanding that individual segments of sound can be combined to form words Example:/br-a-k/ for brake

What is the Orton Gillingham Reading Instruction Model

Designed by Sam Orton, a physician and pathologist and Anna Gillingham, a psychologist.

Research based instructional plan Organized method of teaching the the

English language through the 44 phoneme (sounds) as well as the blends, diphthongs, r-controlled vowels, and morphemes (prefixes and suffixes)

Systematic instruction from simple to more complex

Presents skills with a multi-sensory method that engages visual, auditory and kinesthetic learners

The Foundation of the Orton –Gillingham Method

How is an Orton Gillingham lesson different?

The lesson introduction begins with a“Three- Part Drill” which reviews all phonemic concepts that have been taught to this point.

New skills are taught using multi-sensory approach Words that cannot be decoded are called “Red Words”

and are taught in a separate segment. Comprehension skills are taught using readers that

support the phonemic skills to build fluency and understanding.

How are new skills/phonemes introduced?

Decodable words are called green words Students are introduced to a phoneme through the

use of a key word or object. Example: Show an egg for /e/ sound.

Students give initial sound they hear when saying name of object or word.

Tongue twisters or alliteration sentences are used to emphasize phoneme.

The Three Part Drill

The students review all sounds taught with visual clues for sounds.

Kinesthetic learners benefit from use of sand trays.

Blending is practiced using tapping.

Blending Board

Used to practice sounds and blending

Teaching a New Phoneme

Jaw and mouth placement for sound is taught. Multi-sensory object is used to introduce

sound. “House” paper is used to teach letter

formation. Screens are placed under paper to add tactile

element. Dictation of words and/or sentences using

pounding and finger tapping.

Letter Formation Paper

Letter formation is taught using the clue words, attic, house, basement.

“p” is a basement letter“c” is a house letter“d” is an attic letterVisual clues such as

drum and drum stick help eliminate letter reversals

Dictation Paper

Red Words or Sight Words

About 15% of the words in the English language are non-phonetic and cannot be decoded.

Words are reviewed Kinesthetic/tactile division of words into

parts. Words are written in red crayon Sentence dictation using words

Spelling Skill Assessment

Focus is on skill mastery not letter memorization

Often students study for weekly spelling test but do not retain or apply the knowledge in context.

Spelling words are chosen based on the phonemes that have been taught.

Emphasis is on the student being able to recognize the phoneme in different words and word positions.

Example of a spelling testIf students know c, o, a, d, g, m, and l, they can spell any of the following words:

codcaddadgag cog cag

amloglagmadmod cam

lamlad

What Can Be Done at HomeTalk to your child about his/her school day.Read with your childUse tapping to help decode words.Use methods that require hearing, seeing, and

doing.The greater the experiences a child has, the more

accomplished the student he/she becomes. Spend time going to places. Even a walk in the evening can be a learning experience.

Visit the library. Expand your child’s world.