LANGUAGE IN INDIA

Strength for Today and Bright Hope for Tomorrow

Volume 15:8 August 2015
ISSN 1930-2940

Managing Editor: M. S. Thirumalai, Ph.D.
Editors: B. Mallikarjun, Ph.D.
         Sam Mohanlal, Ph.D.
         B. A. Sharada, Ph.D.
         A. R. Fatihi, Ph.D.
         Lakhan Gusain, Ph.D.
         Jennifer Marie Bayer, Ph.D.
         S. M. Ravichandran, Ph.D.
         G. Baskaran, Ph.D.
         L. Ramamoorthy, Ph.D.
         C. Subburaman, Ph.D. (Economics)
         N. Nadaraja Pillai, Ph.D.
Assistant Managing Editor: Swarna Thirumalai, M.A.

HOME PAGE

Click Here for Back Issues of Language in India - From 2001

BOOKS FOR YOU TO READ AND DOWNLOAD FREE!

REFERENCE MATERIALS

BACK ISSUES

  • E-mail your articles and book-length reports in Microsoft Word to languageinindiaUSA@gmail.com.

  • PLEASE READ THE GUIDELINES GIVEN IN HOME PAGE IMMEDIATELY AFTER THE LIST OF CONTENTS.

  • Your articles and book-length reports should be written following the APA, MLA, LSA, or IJDL Stylesheet.

  • The Editorial Board has the right to accept, reject, or suggest modifications to the articles submitted for publication, and to make suitable stylistic adjustments. High quality, academic integrity, ethics and morals are expected from the authors and discussants.

Copyright © 2015
M. S. Thirumalai
Custom Search

The Orton-Gillingham Method of Instruction Helps Children with Dyslexia
To Learn to Read with Greater Fluency

Mike Leeming, M.A. (Biblical Studies), M.A. (Education)

Abstract

This short monograph focuses on the effectiveness of the Orton-Gillingham Method of reading instruction, particularly when used with children with dyslexia. Since this method takes a phonetic approach, a definition and brief history of phonics instruction will be given. The Orton-Gillingham Method will be defined along with some background on the founders of this method for better understanding. Orton-Gillingham’s unique multi-sensory approach to reading instruction will be presented and evaluated. The reading disability of dyslexia will then be approached, including a definition, its impact on the instruction of reading, and the scope of this reading disability. Sources for this paper which will highlight research on the effectiveness of the Orton-Gillingham Method when used with children who have dyslexia. For the sake of contrast, some unfavorable reviews will are also included. Other methods of reading instruction will also be briefly explained, such as the Sight Reading Method, along with the resulting increase in the diagnoses of dyslexia. The paper will then give conclusions and possible application for instructional practices. The author of this paper would like to thank Professor Tom Geisenhoff of Concordia University in St. Paul, Minnesota for his patience, help, and guidance.

Keywords: Dyslexia, Orton-Gillingham Method, phonics, reading instruction

Chapter 1: Introduction--Phonics

Definition

Webster’s Unabridged Dictionary defines the term “phonics” as, “1. The science of sound; acoustics. 2. Phonetics. 3. The use of elementary phonetics in teaching beginners to read or enunciate” (Webster, 1983, p. 1348). Phonics has been used to teach beginners to read for centuries. Phonics, simply put, is the association of specific sounds with the corresponding letters of the alphabet.

This is only the beginning part of the monograph. PLEASE CLICK HERE TO READ THE ENTIRE ARTICLE IN PRINTER-FRIENDLY VERSION.

Mike Leeming, M.A. (Biblical Studies), M.A. (Education)
michael.leeming@yahoo.com
Custom Search
  • Click Here to Go to Creative Writing Section

  • Send your articles
    as an attachment
    to your e-mail to
    languageinindiaUSA@gmail.com.
  • Please ensure that your name, academic degrees, institutional affiliation and institutional address, and your e-mail address are all given in the first page of your article. Also include a declaration that your article or work submitted for publication in LANGUAGE IN INDIA is an original work by you and that you have duly acknowledged the work or works of others you used in writing your articles, etc. Remember that by maintaining academic integrity we not only do the right thing but also help the growth, development and recognition of Indian/South Asian scholarship.