A Guide to Teaching Phonics
by June Lyday Orton
"A handy and concise description of language development in children and terminology used in teaching phonics. The following twenty-two Orton lessons are of immeasurable value to the Orton-Gillingham teacher!"
~Jennifer Lewis
An Educator’s Thoughts on A Guide To Teaching
Phonics
June Lyday Orton, a renowned name among the researchers of reading disorders, compiled twenty-two lessons outlining Orton-Gillingham reading method. In her preface to the first edition, Mrs. Orton stresses the importance of knowing one’s students and flexing any reading approach to meet the needs of each individual child. It is also noted that this reading method is based upon neurological research and theory.
Preceding the step-by-step individual lessons, Mrs. Orton provides a brief narrative on the history and developmental stages of language in children, terminology within phonetic instruction, and the Orton approach of phonetic instruction in a section entitled “The Background of Phonics” (Orton, p. 1). The Orton approach defines phonics as “the system of associating letter symbols with speech sounds” (p. 3). This definition becomes important as Mrs. Orton begins a new section of her narrative in which she explains how the Orton approach incorporates all language art skills into one lesson.
Part two of Mrs. Orton’s narrative explains how to integrate reading, writing, spelling into each lesson while still maintaining the simplicity of the definition of phonics quoted above. Each new concept is introduced with a symbol/sound relationship. This symbol is then written as the sound is produced incorporating the neurological data by use of kinesthetic techniques. The lessons progress as individual symbols are then coupled with other symbols to create words. Words are then written and read as the sounds are produced. As new sounds are associated with new and/or already learned symbols, multiple-syllable words are then taught in conjunction with syllable patterns and divisions. The position of phonemes within a syllable affects the sound of these phonemes thus creating rules or standards to govern spelling and writing. Due to the intense process just discussed, the Orton approach is defined as a direct, integrated, total-language approach that is systematic and step-by-step in nature (p. 9).
Two concepts caught my attention in this article. First, the strategic introduction of a symbol and sound together as a unit. Second, the connection made between phonics, reading, writing, and spelling. The first concept makes the second concept possible and simple.
Teaching a symbol, symbol name, and symbol sound can be overwhelming to a student with short-term memory loss. These skills can be broken down and taught systematically. T is a kindergarten student who knows all the letters of the alphabet, but has no understanding that each letter has a specific sound. His short-term memory is limited, and IQ is borderline MR although his adaptive skills are intact. I realized as I read this article that I need to stress the sound and symbol relationship instead of symbol and symbol name relationship with this child. At some point, he will make the connection between all three. For now, however, that symbol needs only to have a sound attached to it, so he can decode basic one- syllable, closed-syllable words. It is more important that he learns to read than that he is able to correctly name each symbol of our phonics system.
Once a symbol and sound have been correctly paired, it is time to introduce reading and spelling. This can be effectively and efficiently done with the strategic introduction of “pure” words (words which show the target concept clearly). The student reads (decodes) these words using syllable patterns and divisions. Then he spells (encodes) these pure words as individual words, phrases, and sentences by applying the target concept. Phonics, reading, spelling, and writing are all intertwined to the extent that to remove one from the others and teach it separately is to remove a wheel from the car and expect it to drive on three wheels instead of four.
Mrs. June Lyday Orton’s pamphlet, A Guide to Teaching Phonics, reminded me to look at language arts as a single complete instructional discipline. This discipline of language arts is based upon the simple premise that a symbol has an individual sound that is manipulated by its placement within a syllable. Once I have taught that premise effectively to my students, the world of reading, writing, and spelling will be a welcoming place where anything is possible!
by Jennifer Lewis