Teaching Method

Orton-Gillingham Multisensory Reading Instruction

Multisensory Reading involves direct, intensive and sequential reading instruction, which is presented in multisensory (visual, auditory and kinesthetic) approach. Students use manipulatives to isolate the sounds in words to help them spell. Rule based strategies are presented with extensive review. Students are taught word attack skills and word segmentation to assist them in deciphering unfamiliar words.

The basic practices and components of Multisensory Reading are the result of extensive, scientifically based reading research by: Orton, Gillingham, Shaywitz, Moats, Wilson, Torgesen, Farrell…

 A Typical Lesson Includes:


  1. Phonogram flashcard drill – These cards include vowels, blends, prefixes, suffixes, roots, spelling rules and syllable rules.
  2. Reading review word list drills – Students read lists of words containing targeted phonograms, syllable types and affixes.
  3. Phonemic awareness activities – These include listening and responding types of activities such as: deletion, substitution, manipulation, phoneme blend and segmentation
  4. Red words – “Red” or phonemic words are learned and reviewed throughout the lesson. Examples: caught, buy, what, friend…
  5. Spelling review – Students spell up to 30 words containing targeted sounds using manipulatives such as blocks or chips to represent the sounds in the word.

New Material

  1. Introduction of new skills – The new skill is discussed, and students help generate a list of words containing the new skill.
  2. Read word lists and sentences – Students read teacher-made word lists and sentences containing the new material.
  3. Spell new material – Again, using manipulatives, students spell eight to ten words containing the new skill.
  4. Reading – Students read controlled material containing the new material as well as other cumulative skills.

Timed Reading Activities

In order to improve a slow reader’s reading speed, students are often timed reading a short story or paragraph. They are then timed re-reading the same story at least two more times. This activity promotes oral reading fluency. With each consecutive read, the student’s times usually improve. This fluency often transfers to other situations, and many students find that their overall reading fluency improves over time.

Cursive writing

Cursive writing is also encouraged and practiced because not only is it often neater, but also students make fewer reversals.