1. Implementing Orton Gillingham
Based Multi-Sensory Instructional
Strategies to Improve Spelling
and Decoding
An Introduction and Overview
Montebello Elementary School
StaffMeeting,December12,2012
By, Bianca Tanis

2. What is Orton Gillingham based
Multi-Sensory Instruction?
Multi-sensory reading instruction links
visual, auditory, and kinesthetic/tactile
modalities when learning the phonological
skills needed for reading and spelling.

3. What is Orton Gillingham based
Multi-Sensory Instruction?
Students link the visual symbol (what
they see) with its corresponding sound
(what they hear) and kinesthetic-tactile
input (what they feel) as they write or
trace the pattern.

4. Who Benefits from Orton Gillingham
Based Multisensory Instruction?

5. The Orton Gillingham approach
provides instruction that is:
• Direct
• Systematic
• Diagnostic
• Prescriptive
• Multi-sensory

6. How is the Orton Gillingham approach different
from other reading instruction?
Whole Language & Balanced Orton Gillingham
Literacy
• Constructivist • Direct, scaffolded ,and
• Students use context, prior sequential phonics
knowledge, exposure to instruction
quality literature and • Use of controlled,
perspective to find meaning
decodable text that
in printed language.
ensures the student is
• De-emphasis on correct
only presented with sight
spelling and grammar
words and words that she
• Use of hands on, inquiry
has been taught explicit
based word study programs
rules or patterns by which
to decode them.

7. How is the Orton Gillingham approach different
from other reading instruction?

8. How can we incorporate components of Orton
Gillingham in the classroom in a manageable way?
Teach students to utilize S.O.S. Spelling
S.O.S
Super Out loud Spelling!
1. Say the word
2. Finger spell the word
3. Write and say the letter
names or sounds
4. Read the word

9. How can we incorporate components of Orton
Gillingham in the classroom in a manageable way?
Develop a cueing system for letter
sounds, spelling patterns and spelling
rules. The more senses you can involve
the better!

10. How can we incorporate components of Orton Gillingham in
the classroom in a manageable way?
Connect a visual and a key word to letters for students who are
having difficulty with a particular letter sound or pattern.
C
/ch/
The student looks at the card and says “ch, chair,
/ch/.”
Now you have created a visual and auditory cue.

11. How can we incorporate components of Orton
Gillingham in the classroom in a manageable way?
– Incorporation of movement for cueing letter/sound
correspondence links visual, auditory, and kinesthetic-
tactile modalities and increases retention.
• Example: Student looks at visual and says
“I, itchy, /i/” while scratching hand.
i /i/

12. How can we incorporate components of Orton
Gillingham in the classroom in a manageable way?
• Use a consistent cueing system
– Consistent language and visuals for
spelling rules and key words leads to less
confusion and better retention of
concepts.

13. How can we incorporate components of Orton Gillingham
in the classroom in a manageable way?
Create posters and mnemonic devices that students
can refer to.
General Cindy General Cindy
ce, ci, cy ge, gi, gy
c says /s/ g says /j/
face gem
cent logic
city gym
fancy stingy

14. How can we incorporate components of Orton
Gillingham in the classroom in a manageable way?
Cry Baby!

15. How can we incorporate components of Orton
Gillingham in the classroom in a manageable way?
Introduce new concepts using kinesthetic
activities such as Trace Cover Copy
Close.
T.C.C.C. Spelling
• Trace the word.
• Copy the word.
• Cover the word and write it.
• Close your eyes and write it.

16. How can we incorporate components of Orton
Gillingham in the classroom in a manageable way?
• Use manageable kinesthetic materials
for T.C.C.C.
– Dry erase boards
– Chalk on construction paper
– Scented markers or pens

17. How can we incorporate components of Orton
Gillingham in the classroom in a manageable way?
Blind Writing and Finger Spelling
Students practice writing letters, phonemes or
words with a finger on a textured surface with their
eyes closed. While writing, the student says the
letter names or sounds as they are written.
Use materials such as:
• Sandpaper
• Velvet
• A square of carpet
• Glue or hair gel in a sealed bag attached to a board

18. How can we incorporate components of Orton
Gillingham in the classroom in a manageable way?
Any of these methods can be used as an
easy and effective means of sight word
practice.
Be Careful
Encourage students to say letter name rather
than sound during sight word practice as
many sight words are not spelled
phonetically.

19. How can we incorporate components of Orton
Gillingham in the classroom in a manageable way?
Use a a direct and sequential approach to teach new or
tricky concepts.
o Determine pre-requisite knowledge and skills before introducing a
new concept.
 For example, before teaching “long spelling after short vowel,” determine if
your student knows:
 The meaning of the word vowel
 How to discriminate between short vowel sounds and
long vowel sounds
Take nothing for granted!

20. How can we incorporate components of Orton
Gillingham in the classroom in a manageable way?
Introducing a New Phonics Rule or Pattern
• Introduce spelling pattern/rule
• Use Trace, Copy, Cover, Close using word(s) exemplifying
pattern/rule
• Have the student read multiple examples of words with the
pattern/rule on index cards
• Student reads words with pattern/rule in context of sentences or
short passages
• Spelling dictation of words, phrases or sentences with pattern/rule
using SOS spelling
• Give immediate corrective feedback by asking student to recall rule
or cue
• Student rewrites the word

21. How can we incorporate components of Orton
Gillingham in the classroom in a manageable way?
*Teach one concept at a time.
Example:
When teaching the –ed ending, first teach
words that require a student to just add -ed.
Once they have mastered this, spiral back and
teach other –ed spelling patterns (doubling
rule, silent e rules.)

22. How can we incorporate components of Orton
Gillingham in the classroom in a manageable way?
-ed
The three sounds of
-ed
It happened in the
past! /id/
planted
/d/
I jumped! smelled
/t/
jumped

23. How can we incorporate components of Orton
Gillingham in the classroom in a manageable way?
-ed -ed
Doubling Rule Silent e Rule
If the action word ends in
Silent e….just add d !
vowel consonant (VC,) double
the final consonant before
prize prized
adding -ed
shop shopped confuse confused
vc
tape taped
tag tagged
vc
shade shaded
fan fanned
vc

24. How can we incorporate components of Orton
Gillingham in the classroom in a manageable way?
Provide multiple examples of a
spelling pattern or rule in single
words, phrases, sentences and text.

25. How can we incorporate components of Orton
Gillingham in the classroom in a manageable way?
Remember to choose your examples wisely.
For example:
• Do not use the word funny as an
example of a short u word unless you have
taught the concept of final y.
• When introducing the –ed suffix, the
word played is a good example only if you
have taught ay.

26. How can we incorporate components of Orton
Gillingham in the classroom in a manageable way?
Note miscues and spiral back to concepts
that a student is having difficulty with.
Some students may require daily review of
short vowel sounds.

27. If you have any questions or would like to
discuss a particular student please
contact do not hesitate to contact me.
Bianca Tanis
btanis@ramapocentral.org
(845)357-4466, ext 22022