Throughout the Orton-Gillingham (OG) strategy, sure phrases categorized as non-phonetic or irregular are explicitly taught. These phrases deviate from typical phonetic patterns, making them difficult for college students with dyslexia and different language-based studying variations to decode. Examples embody “mentioned,” “was,” and “the.” Direct instruction, repetition, and multisensory actions are utilized to construct mastery of those phrases.
Systematic instruction in these irregular phrases is essential for studying fluency and comprehension. By explicitly educating these phrases, the OG strategy helps college students overcome frequent obstacles and develop automated phrase recognition. This focused instruction helps learners in constructing a powerful basis in studying and writing, decreasing frustration and boosting confidence. This specialised vocabulary emerged from the preliminary work of Samuel Orton and Anna Gillingham within the early twentieth century as a part of their structured, sequential, multisensory strategy to literacy instruction.
