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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.〔The structured flexibility of Orton-GillinghamBB Sheffield - Annals of Dyslexia, 1991 - Springer〕 The Orton-Gillingham Approach has been in use since the 1930s. An intensive, sequential phonics-based system teaches the basics of word formation before whole meanings. The method accommodates and utilizes the three learning modalities, or pathways, through which people learn—visual, auditory and kinesthetic. Unlike some scripted and rigid reading programs, the Orton-Gillingham Approach is a system that allows for flexibility. == Orton and Gillingham == Samuel Torrey Orton (1879–1948), a neuropsychiatrist and pathologist at Columbia University, brought together neuroscientific information and principles of remediation. As early as the 1920s, he had extensively studied children with the kind of language processing difficulties now commonly associated with dyslexia and had formulated a set of teaching principles and practices for such children. Anna Gillingham (1878–1963) was an educator and psychologist at Teachers College, Columbia University. Working with Dr. Orton, she trained teachers and compiled and published instructional materials. Gillingham combined Orton’s teaching methods with her analysis of the structure of the English/American language and with Bessie Stillman, she wrote what has become the Orton–Gillingham manual: Remedial Training for Children with Specific Disability in Reading, Spelling and Penmanship. First published in 1935/6, this work is updated and republished regularly. 抄文引用元・出典: フリー百科事典『 ウィキペディア（Wikipedia）』 ■ウィキペディアで「Orton-Gillingham」の詳細全文を読む スポンサード リンク
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