Abstract
This paper discusses a philosophic basis for Orton-Gillingham teaching and attempts to demonstrate how certain of the features of such multisensory teaching act to remediate language problems exhibited by many dyslexic students. The common basis of the array of programs coming from both Orton and Gillingham is addressed. Some individual strengths and minor differences between Orton and Gillingham variations are examined.
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The author is grateful to Margaret Rawson who coined the phrase “Structured Flexibility” in her article, “The Structure of English: The language to be learned,” in theBulletin of the Orton Society 20:103.
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Sheffield, B.B. The structured flexibility of Orton-Gillingham. Annals of Dyslexia 41, 41–54 (1991). https://doi.org/10.1007/BF02648077
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DOI: https://doi.org/10.1007/BF02648077