Montessori and Orton-Gillingham, Hand-in-Hand

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According to the International Dyslexia Association, “Dyslexia is a specific learning disability that is neurological in origin. It is characterized by difficulties with accurate and/or fluent word recognition and by poor spelling and decoding abilities. These difficulties typically result from a deficit in the phonological component of language that is often unexpected in relation to other cognitive abilities and the provision of effective classroom instruction. Secondary consequences may include problems in reading comprehension and reduced reading experience that can impede the growth of vocabulary and background knowledge.”

Dr. Maria Montessori observed the child and utilized this natural process of observation to further her investigation of the child and their learning process. Dr. Montessori’s observations were the most integral supportive foundation for her process. Throughout her observations, Dr. Montessori saw that a child struggling with learning disabilities demonstrated themselves successfully in her classroom. By isolating the difficulties of each task and breaking the whole task down into its concrete, smaller parts, Dr. Montessori concluded that all children could work purposefully towards their own self-construction.

Similarly, the Orton-Gillingham Approach utilized at Squall Point compliments Dr. Montessori’s task isolation with direct, explicit and multi-sensory enhancement of reading and writing skills. The Orton-Gillingham Approach is a research-based sequential, diagnostic, and prescriptive way to teach literacy when the skills associated with these tasks do not come easily to the individual learner.