The document provides historical background on the development of the Orton-Gillingham instructional technique for dyslexia and other reading disabilities. It describes how Dr. Samuel Orton and Anna Gillingham collaborated in the 1930s to develop diagnostic and treatment techniques for students with reading difficulties. Their work led to the formulation of the Orton-Gillingham multi-sensory approach, which was the first theory and curriculum targeted specifically for students with dyslexia. The document also discusses the neurological causes and brain differences associated with dyslexia compared to typical readers.

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The Orton Gillingham Instructional Technique
to Dyslexia & Other Learning Reading Disabilities
Dominica R. Felici-Skal
SPED 6210: Physiological Basis of Learning Disabilities
Dr. Finkelstein
11/19/2015

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Historical Background on the Development of the Orton Gillingham Instructional Technique
‘The International Dyslexia Association was originally known as The Orton Dyslexia Society. In 1959,
The Orton Society was co-founded by Anna Gillingham and the second wife of Samuel Torrey Orton, June
Lyday Orton at a memorial dinner one year after the death due to his neurological contributions to both
medicine and education of Dr. Samuel Torrey Orton. Dr. Samuel Torrey Orton came from a family of New
England ancestry. Dr. Orton’s father, Edward Orton was a scientist and educator, who became the first
president of The Ohio State University. Anna Davenport Torrey, the mother of Dr. Orton was the younger
sister of Mrs. Alphonso Taft, who became the mother of William Howard Taft. William Howard Taft was
President and Chief Justice of the United States and the founder and headmaster of Horace Dutton Taft, better
known as Taft School. Taft School was located in Watertown, Connecticut, where young Samuel Torrey Orton
completed high school. While attending Taft School Edward Orton, Dr. Orton’s father predicted his son was fit
for college and headed into either the field of mechanical engineering or medicine. Samuel Orton attended
Ohio State University for four years and then transferred to the University of Pennsylvania to earn his medical
degree in 1905. Samuel Orton also earned a master’s degree from Harvard University. In 1945, Dr. Orton was
also awarded an honorary doctorate in science. From 1905-1908, Dr. Samuel Orton began his career working
as an apprentice for leading neuropathologists in various Massachusetts hospitals. Neuropathologists are
physicians who study, diagnose and treat diseases related to the brain, nerves and spine. Nonetheless, Dr. Orton
was interested in neuropathology and served as a pathologist from 1908-1912 and professor for Harvard
Medical School and Clark University. In 1913, Dr. Orton studied in the laboratories of Dr. A. Alzheimer in
Breslau, Germany known today for the founder of Alzheimer’s disease. I found this fact to be crucial in the
turning point of Dr. Orton’s career leading to his work with brain-damaged adults, which connects to his
interest of “word-blind” children, later known as Dyslexia due to his personal literacy struggles with his
daughter in learning how to read (Henry, M., & Brickley, S.)’.
‘While working with children with a literacy handicap yet normal intelligence, Dr. Orton was impressed
upon the serious effect of the personality development of these future adults with a recognized and untreated
handicap, for lack of a better term. Dr. Orton coined the term, strephosymbolisa (twisted symbols) to describe

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this difficulty. In 1928, Dr. Orton and his wife, June Lyday, a social worker relocated in New York City with
the ambition of opening their own office for the practice of neurology, psychiatry and specific language
disabilities. He became the president-elect of the American Psychiatric Association and soon led to the
appointment of neurologist at the New York Neurological Institute and part-time professorship in neurology and
neuropathology in the College of Physicians and Surgeons of Columbia University. Under the leadership of Dr.
Orton, The Language Research Project of New York Neurological Institute from 1932 to 1936 is where Anna
Gillingham, a school psychologist and educator and Dr. Samuel Torrey Orton were united. Diagnostic and
treatment techniques were developed and tested on mostly children and fewer adults with brain injuries, who
presented language problems with reading, spelling, handwriting, auditory comprehension, speech
development, stuttering and other language disorders. Although the project abruptly ended due to lack of
funding and space, Anna Gillingham formulated a manual with Bessie Stillman, an educator and colleague of
Anna Gillingham, in order to organize multi-sensory remedial techniques supported by the research of Dr.
Orton. Dr. Orton asked Anna Gillingham to organize the instruction based on his neurobiological hypotheses.
Anna Gillingham succeeded this request through her development of the alphabetic principle through the
assistance of her colleague, Bessie Stillman. Dr. Orton wanted the instruction to be structured but not
programmed so that it could cater to individual needs. I suspect that is why a manual instead of an Orton-
Gillingham series, similar to the structure of the Wilson Language Approach, was never developed. It is also
important to note that Bessie Stillman’s name is not mentioned in the approach because she passed on within a
year after the manual was originally published. The Orton-Gillingham Approach became an accepted method
after the death of both Dr. Orton and Anna Gillingham, an educator and social worker, who gave up her
opportunity for a doctoral degree (PHD) due to Columbia University’s rejection of her dissertation work with
Dr. Orton. The Orton Gillingham Approach is credited for the first theory and multi-sensory curriculum
targeted for students with Dyslexia (Henry, M., & Brickley, S.)’.
The Etiology of Dyslexia: What Causes Dyslexia?

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‘Dyslexia is a language-based learning disability that is neurological either due to heredity, illness or
accident. In other words, Dyslexia is neurobiological in origin. Due to technology, brain imaging has allowed
the recent use of fMRI (functional magnetic resonance imaging), DCM (Dual Causal Modeling) and PET
(positron emission tomography) scan in measuring brain activity in all aspects of reading and language, visual
and auditory processing, phonological processing, orthographic responses and spelling, rapid automatic naming,
memory and fine motor skills of dyslexics and non-dyslexics, in order to detect to anatomical differences and
rates of activation of processes in different parts of the brain (Shaywitz, S., 2003). Please see brain imaging
pictorials and table for the difference between a brain functioning with Dyslexia versus without Dyslexia.
Brain Vocabulary Terms

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Frontal Lobe responsible for speech, executive function, reasoning, planning, problem
solving, behavior, regulating emotions and consciousness
Parietal Lobe controls sensory perceptions, links spoken and written language to memory,
gives meaning to what we hear and read, affects math and spelling
Occipital Lobe controls sensory perceptions, visual perceptions and identification of letters
Temporal Lobe involved in verbal memory and understanding of language
Left Parietal-Temporal
Area
involved in word analysis and decoding as well as mapping letters and words
into corresponding sounds
Left Occipital-
Temporal Area
involved in automatic rapid access to word analysis and fluent reading
Gray Matter involved with phonological awareness
White Matter helps the nerves transfer information so that the brain regions can
communicate effectively, needed for reading
Corpus Callosum the communication bridge between the cerebral hemispheres

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Brain Functioning “without” Dyslexia Brain Functioning “with” Dyslexia
• Good readers show more activation in the
left hemisphere in ALL areas needed for
reading: phonological processing,
orthographic mapping for sound/letter
connections for spelling and writing,
interpretation of sounds and faster
activation of the brain for rapid automatic
naming responses.
• Good readers demonstrate less activity in
the right hemisphere.
• Dyslexics show disruptions in the rear
reading system in the left hemisphere,
critical for reading fluently. There is
greater activation in the lower frontal area.
• Less activity in the left parietal-temporal
lobe required for phonological processing
is seen where identifying and manipulating
individual sounds and the structure of
words.
• There is less activity in the left occipital-
temporal lobe that affects the
“orthographic” mapping or
understanding of letters into sounds,
auditory processing and interpretation of
sounds, difficulty with rapid rate of
information coming in or phonology of
sounds. (fluency, which impedes on
comprehension)
• There is also less gray matter to help with
transfer of information of language
(phonological processing).
• Less white matter disrupts
communication of information.
• There are anomalies in the size of the
corpus callosum. There is less memory
storage capacity for phonological coding
or naming.
• Dyslexics demonstrate more activation in
the less efficient right hemisphere,
thought to be a compensation method

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Brain Functioning “without” Dyslexia Brain Functioning “with” Dyslexia
• Good readers demonstrate metabolic
differences in blood flow and physical
differences in size
• There is a different distribution of
metabolic activation when working on the
same tasks as non-dyslexics.
(Shaywitz, S., 2003)
‘Dr. Orton coined the term strephosymbolisa (twisted symbols) to describe this difficulty in decoding
(Henry, M., & Brickley, S.)’. During my research, it was my conclusion that this term was likely
misunderstood as a visual issue, through which Dyslexia was wrongly defined for many years. ‘Thus, Dyslexia
is not a visual learning disability of seeing things backgrounds. Therefore, reversals of letters and/or words are
not necessarily indicators of Dyslexia. In addition to those intellectually gifted, Dyslexia occurs in individuals
of various levels of intelligence. Although Dr. Orton’s research began with individuals with some sort of brain
injury either by accident or illness, his later work focused on children, similar to his daughter with average to
above average intelligence as evidenced by an average or high IQ score but who had great difficulty in learning
to decode. Dyslexia is not due to a lack of motivation or desire to read. Dyslexia is on a spectrum of severity
and does not guarantee that the individual will qualify for special services. In other words, Dyslexia is difficult
to detect because most individuals with average intelligence or above learn to compensate through
memorization. As a result, the later elementary grades become more challenging as the amount of reading
required expands, especially in the non-fiction domain in courses such as science and social studies. In 2008,
Texas and Louisiana were two of the few states that test and determine eligibility for Dyslexia. At the time,
Texas and Louisiana were the only states with a clear definition and understanding of Dyslexia. It was not until
2011, when the enactment of New Jersey Decoding Dyslexia, a parent driven movement erupted with a demand
of a clear definition of Dyslexia that has spread across the 50 states.’ (Shaywitz, S. 2003) ‘Thanks to New
Jersey’s Decoding Dyslexia Parent Movement, three years later in 2014 the New Jersey Board of Education has
approved three Dyslexia laws, which include: (1) state definition of Dyslexia (2) Dyslexia Screening and (3)
Dyslexia Professional Development for teachers. This law encompasses Dyslexia and any other reading

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disabilities so that students in need can seek special education which may include: direct instruction,
accommodations and/or modifications based upon individual need.’ (DD-NJ, 2015) In short, the value to
defining Dyslexia is so that parents, researchers, teachers and people with Dyslexia have a clear understanding
of the condition, in order to obtain the most helpful up-to-date instruction and accommodations for people with
Dyslexia. New Jersey has adopted the same definition of Dyslexia as described and continues to researched
through The International Dyslexia Association, which now has a state association for all of the 50 states.
The Implementation of the Orton-Gillingham Approach into the Classroom
‘The Orton Gillingham Approach as implemented into the classroom requires a trained OG instructor in
this systematic, sequential, multisensory, synthetic and phonics-based approach to teach reading (Ricthey, K.D.,
Goeke, J.L, 2006). Although many individuals misjudge Orton-Gillingham as a typical phonics program, it is a
direct instruction program of the English Language, which requires repetition and mastery of decoding. ‘From
a legal perspective, No Child Left Behind (NCLB) and Reading First initiatives’ current mandates require
evidence of a scientifically-based reading program. The revision of I.D.E.A. in 2004 allows teachers to utilize
an eclectic approach and accepts peer-reviewed research as scientific. Although parents have requested in over
30 years of case law with school districts a program utilizing the Orton Gillingham Approach, school districts
have utilized the inclusion loop hole in order to implement Orton Gillingham, which was designed for one-on-
one tutorial sessions, for whole group instruction due to cost (Rose, T.E. & Zirkel, P., 2007 & Ritchey, K.D. &
Goeke, J.L., 2006). The bottom line remains that if this approach was implemented in all K-2 classrooms,
perhaps a prevention model and/or reduction in severity of Dyslexia or literacy learning disability could occur.
Unfortunately, New Jersey has not correctly implemented the Response to Intervention (RTI) Model to achieve
the goal, instead of diagnose a learning disability.
I have implemented the Orton-Gillingham Approach in several populations; all, which I can report, have
had successful outcomes due to various literacy assessments in decoding, fluency and comprehension. I began
my career in Montville, New Jersey, a wealthy suburban community with a high population of Jewish and
Asian students. I continued my career in Susquehanna County, Pennsylvania, a poverty-stricken, rural
community with a high population of illiterate residents. Currently, I reside and work in Hackensack, New

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Jersey, a poverty-stricken, urban community with a high population of ESL and African American students.
‘According to a research study that compared Orton Gillingham to a basal series concluded that the Orton
Gillingham Model proved its success at any grade level but is very dependent of the training of the teacher in
multi-sensory literacy approaches (Malatesha J., Dahlgren, M., Boulware-Gooden, R., 2002)’. In other words,
teacher effectiveness of multi-sensory literacy techniques will determine the success of the implementation of
the Orton-Gillingham Approach into a classroom, regardless of the type of target population. ‘According to a
research study that utilized the teaching of a foreign language with the Orton Gillingham Approach proved its
success through the use of a multi-sensory approach that simultaneously engages students’ auditory, visual and
kinesthetic (motor) pathways (Sparks, R.L, Ganschow, L., Kenneweg, S., Miller, K., 1991). I cited this
research because I work with several students for whom English is not their native language. Although most of
my ESL students benefit from the direct instruction of the Orton Gillingham Approach, I do wonder whether the
student has a reading disability regardless of the language barrier. I question whether the fact that it is
understandably difficult to mix the English and Spanish vowel sounds or whether there is a reading disability
that exists in the student’s native language. Nonetheless according to National Reading Panel, the Orton
Gillingham Approach is ideal for all students regardless of diagnosis of Dyslexia or any other reading difficulty
because it will increase academic achievement. I currently tutor students with Dyslexia through the Orton
Gillingham Approach as a graduate student at Fairleigh Dickinson University in the Dyslexia Specialist
program. Although I believe that success phonological skills result from the Orton Gillingham Method, I do not
believe in a “one size fits all” program. Therefore, this program as with any other requires a trained instructor
who understands the importance of literacy instruction assessment and the intertwining of decoding,
comprehension and fluency skills in order to become a well-rounded, successful reader. Regardless of the
diagnosis of Dyslexia or not, decoding, comprehension and fluency skills need to be a part of every successful
reader’s toolkit.
Conclusion
In conclusion, the Orton Gillingham Method started to become an interest of mine after I began my
study of literacy with the late former professor and Dean of Seton Hall University, Dr. DePierro. Dr. DePierro

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always began his class with a recollection from his work as a first grade teacher and/or research at the reading
clinic. I would deepen his discussions with recollections of my own, which consisted of just reading the
numbered line during round robin reading and using the pictures to guess the word. I do not think Dr. DePierro
sensed Dyslexia was the cause of my actions, for his research was geared more so on The Reading Wars and
The Eclectic Approach: The intertwining of phonics and whole language. Through my literacy research,
former kindergarten-first grade teacher and later Reading Specialist/Special Education Teacher, I always found
myself searching for the perfect kinesthetic alphabetic chant. It frustrated me that store purchased alphabet
charts and literacy programs always contained a picture of an elephant for the letter e. So I named the elephant
Ed. Through my research, studies and literacy teaching experience with direct instruction of the English
language, I diagnosed myself with Dyslexia. When the Wright Group Guided Reading series was the trend, I
was given the gift to see that crosschecking or using the letters to guess the word was a poor reading strategy.
Someone with Dyslexia knows how to compensate through memorization and I did not want my students to
learn this way. Although my Kindergarteners memorized songs of the capitals and states and the presidents in
order for school performances, I did not want memorizing words as a whole (other than sight words/high
frequency words) to equate to decoding. Kindergarten is the year for the Orton Gillingham Approach to begin
for all students as a prevention and early intervention method to reading disabilities. Although Kindergarten is
often the year debated “What is developmentally appropriate?” it saddens my heart as a current 7th
and 8th
Grade Wilson Reading Intervention Teacher attaching Kindergarten Common Core phonemic and phonological
literacy standards to my lesson plans. How are memorized songs for a school performance deemed
developmentally appropriate? Why has a hands/minds-on, multi-sensory literacy method such as: Orton
Gillingham utilized when lack of literacy skills effect all content academic and emotional areas? Below is
evidence of a brain image to support my claim that the earlier the intervention, the greater the growth.

11. D. Felici-Skal/OG Approach 11
I researched my mother’s side of the family with a family history of reading difficulties and brain
aneurysms. Thus, I diagnosed several family members, myself included with Dyslexia, each of us with diverse
severities. My mother was the only family member on her side of the family ever to survive a brain aneurysm.
I clearly witnessed the connection to the brain as her behavior after the brain aneurysm mimicked an individual
with Autism. Dyslexia, brain aneurysms and Autism, I wonder if there will ever be a proven scientific
connection? As the label to Asperger’s Syndrome is dropped to Autism Spectrum Disorder, I ponder if
Dyslexia and Autism are connected on a greater brain-related spectrum. I do not find it a coincidence that most
individuals with Dyslexia in their family also have Autism in their family heritage. Therefore, it is my opinion
that Dr. Orton, a neurologist and Anna Gillingham, educator were on the right track in the early 1900’s through
the intertwining of neurology, direct instruction of the English language through utilization of a multi-sensory
literacy curriculum-based upon alphabetic and phonological principles. The early intervention years is where
the Orton-Gillingham Method needs to take place through various literacy assessments in decoding, fluency and
comprehension, in order to determine area(s) of need and strength in a timely manner.

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Works Cited
About DD-NJ. (n.d.). Retrieved November 18, 2015, from http://decodingdyslexianj.org/about-
decoding-dyslexia-nj/
Henry, M., & Brickley, S. (1999). Dyslexia... Samuel T. Orton and his legacy (pp. 31-190). Baltimore,
Maryland: The International Dyslexia Association.
Malatesha Joshi, R.; Dahlgren, Mary; Boulware-Gooden, Regina. Teaching reading in an inner city
school through the multisensory reading approach. Annals of Dyslexia. 2002, Vol. 52, 229-242.
Ritchey, K., & Goeke, J. (2006). Orton-Gillingham and Orton-Gillingham based reading instruction: A
review of the literature. The Journal of Special Education, 40(3), 171-183.
Rose, T., & Zirkel, P. (2007). Orton-Gillingham methodology for students with reading disabilities: 30
years of case law. The Journal of Special Education, 4(3), 171-185.
Shaywitz, S. (2003). Overcoming dyslexia: A new and complete science-based program for reading
problems at any level (pp. 59-102 & 176-230). New York, New York: First Vintage.
Sparks, Richard L.; Ganschow, L., Kenneweg, S., Miller, K., Use of an Orton-Gillingham approach to
teach a foreign language to Dyslexic/Learning-Disabled students: Explicit teaching of phonology in a second
language. Annals of Dyslexia, 1991, Vol. 41, p. 96-118; The Orton Dyslexia Society Language: English,
Database: JSTOR Journals.