Our curriculum is Orton-Gillingham Approach based.
The Orton-Gillingham Approach
Orton-Gillingham (OG) is an approach that has shown to be highly effective for children and adults having dyslexia – a difficulty with reading, writing, and spelling that is unexpected given average to above average intelligence. The Brighton school employs OG strategies in the classroom setting, in reading therapy group sessions, in individual instructional time, and throughout the content areas. All Brighton’s teachers have had training in one or more programs that reflect the OG approach.
The Orton-Gillingham Approach is:
The OG approach is diagnostic and prescriptive. Instruction is designed by the teachers and individualized to the needs of the student(s). Progress is assessed daily, which informs the next day’s instruction. Content is to be mastered to the level of automaticity.
OG is direct and specific. All concepts are directly taught through continuous interaction between the student(s) and the teacher.
OG is language-based. OG teachers are trained in the areas of phonology and phonological awareness, sound-symbol association, syllable instruction, morphology, syntax, and semantics. All the components combined strengthen reading and reading comprehension, expressive writing, and spelling – all critical components of the learning process.
OG is multisensory. Teaching through the senses – sight, sound, movement, and touch – open the brain’s learning pathways. Multisensory instruction engages the visual, auditory, kinesthetic, and tactile pathways simultaneously, which improves memory and overall learning.
OG is systematic and cumulative. OG instruction follows a logical order. Basic skills begin the learning process and progress systematically toward more challenging material as the student’s skills increase. Step by step, skills build on those prior. A systematic approach that regularly reviews previously taught concepts enhances memory.
OG is synthetic and analytic. Synthetic instruction shows the parts of our language work to form the whole. Analytic instruction begins by looking at the whole and proceeds to breaking down the whole into parts.