Orton-Gillingham
Method
Research
The following information has been taken from studies
supported by the National Institutes of Child Health and Human
Development and documented in a paper entitled "Research in Learning
Disabilities at the NICHD."
For the
full report, contact NICHD at 6100 Building, Room 4B05, 9000 Rockville
Pike, Bethesda, MD 20892 or call 301-496-6591.
The
ability to decode single words accurately and fluently is dependent
upon
the ability to segment words and syllables into abstract individual
sound
units (phonemes).
The
best
predictor of reading ability/disability from kindergarten and first
grade
test performance is phoneme segmentation ability.
Reading
disabilities (dyslexia) affect at least 10 million children, or
approximately
1 child in 5.
Studies
show that of the children who are reading disabled in the third grade,
74
percent remain disabled in the ninth grade. Reading disability
reflects a persistent deficit rather than a developmental lag in
linguistic and reading
skills.
Disabled
readers do not readily acquire the alphabetic code when learning to
read
due to deficiencies in the processing of phonological processing.
As such, disabled readers must be presented highly structured,explicit
and intensive instruction in phonics rules and the application of the
rules to
print.
Systematic
structured phonics instruction results in more favorable outcomes in
reading
than does a context-emphasis (Whole Language) approach.
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