What Is The Orton-Gillingham Approach?
The Orton-Gillingham approach to reading instruction was developed in the early-20th century. It is language-based, multisensory, structured, sequential, cumulative, cognitive, and flexible. Orton–Gillingham was the first teaching approach specifically designed to help struggling readers by explicitly teaching the connections between letters and sounds.
The Lindamood Bell Phoneme Sequencing program, previously known as Auditory Discrimination in Depth was developed in 1969. This program takes an sensory‐cognitive processing philosophy approach and is intended to improve efficient and accurate word decoding and encoding (Lindamood & Lindamood, 1998). It is designed to improve reading and spelling skills by teaching students the skills needed …show more content…
Gunn in 1996 by What Works Clearinghouse, included two elementary schools in one Pacific Northwest school district, with a sample size of 23 students of first graders identified as having low phonological awareness skills based on performance on the Test of Phonological Awareness (TOPA) participated in the study (Gunn, WWC ,2015). The students were organized into six groups, and these groups were randomly assigned to one of three conditions: Complete Auditory Discrimination in Depth (CADD, which is now known as LiPS, Lindamood Phoneme Sequencing, included 11 students), the basal reading program (BASAL, which included 13 students). The Lindamood Phoneme Sequencing program is designed to teach students the skills they need to decode and encode words and to identify individual sounds and blends in words (Gunn, 1996; Torgesen, Wagner, Rashotte, Herron, & Lindamood, 2010) . For this study, instruction focused on five components of the Complete Auditory Discrimination in Depth program: (a) setting the climate for learning, (b) identifying and classifying speech sounds, (c) tracking speech sounds, (d) spelling, and (e) reading. As a supplement to regular classroom reading instruction, Complete Auditory Discrimination in Depth instruction was delivered to small groups of five to six students. Instruction was provided for 30 minutes every day for 8 weeks (40 sessions total). During this period, all consonant pairs specified in Complete Auditory …show more content…
McIntyre,, L, et al. “Hunter College Libraries.” Databases Login | Hunter College Libraries, 2008, www.ualberta.ca.proxy.wexler.hunter.cuny.edu/~jpdasddc/bulletin/index.html.
“Orton-Gillingham–Based Strategies.” Institute of Education Sciences (IES) Home Page, a Part of the U.S. Department of Education, National Center for Education Evaluation and Regional Assistance: Whether and How to Use State Tests to Measure Student Achievement in a Multi-State Randomized Experiment: An Empirical Assessment Based on Four Recent Evaluations, July 2010, ies.ed.gov/ncee/wwc.
Ring, Jeremiah J, et al. “Take Flight: the Evolution of an Orton Gillingham-Based Curriculum.” Annals of Dyslexia;Nov. 2017, link-springer-com.proxy.wexler.hunter.cuny.edu/content/pdf/10.1007/s11881-017-0151-9.pdf.
Torgesen, J, et al. “Hunter College Libraries.” Databases Login | Hunter College Libraries, 6 Jan. 2010,
The Lindamood Bell Phoneme Sequencing program, previously known as Auditory Discrimination in Depth was developed in 1969. This program takes an sensory‐cognitive processing philosophy approach and is intended to improve efficient and accurate word decoding and encoding (Lindamood & Lindamood, 1998). It is designed to improve reading and spelling skills by teaching students the skills needed …show more content…
Gunn in 1996 by What Works Clearinghouse, included two elementary schools in one Pacific Northwest school district, with a sample size of 23 students of first graders identified as having low phonological awareness skills based on performance on the Test of Phonological Awareness (TOPA) participated in the study (Gunn, WWC ,2015). The students were organized into six groups, and these groups were randomly assigned to one of three conditions: Complete Auditory Discrimination in Depth (CADD, which is now known as LiPS, Lindamood Phoneme Sequencing, included 11 students), the basal reading program (BASAL, which included 13 students). The Lindamood Phoneme Sequencing program is designed to teach students the skills they need to decode and encode words and to identify individual sounds and blends in words (Gunn, 1996; Torgesen, Wagner, Rashotte, Herron, & Lindamood, 2010) . For this study, instruction focused on five components of the Complete Auditory Discrimination in Depth program: (a) setting the climate for learning, (b) identifying and classifying speech sounds, (c) tracking speech sounds, (d) spelling, and (e) reading. As a supplement to regular classroom reading instruction, Complete Auditory Discrimination in Depth instruction was delivered to small groups of five to six students. Instruction was provided for 30 minutes every day for 8 weeks (40 sessions total). During this period, all consonant pairs specified in Complete Auditory …show more content…
McIntyre,, L, et al. “Hunter College Libraries.” Databases Login | Hunter College Libraries, 2008, www.ualberta.ca.proxy.wexler.hunter.cuny.edu/~jpdasddc/bulletin/index.html.
“Orton-Gillingham–Based Strategies.” Institute of Education Sciences (IES) Home Page, a Part of the U.S. Department of Education, National Center for Education Evaluation and Regional Assistance: Whether and How to Use State Tests to Measure Student Achievement in a Multi-State Randomized Experiment: An Empirical Assessment Based on Four Recent Evaluations, July 2010, ies.ed.gov/ncee/wwc.
Ring, Jeremiah J, et al. “Take Flight: the Evolution of an Orton Gillingham-Based Curriculum.” Annals of Dyslexia;Nov. 2017, link-springer-com.proxy.wexler.hunter.cuny.edu/content/pdf/10.1007/s11881-017-0151-9.pdf.
Torgesen, J, et al. “Hunter College Libraries.” Databases Login | Hunter College Libraries, 6 Jan. 2010,