Why Orton Was Right
|
The Significance of Why Orton Was Right
for the Modern Educator
In early spring of 1982, a group of people gathered in New York for the annual meeting of The Orton Dyslexia Society. Dr. Norman Geschwind’s defense of Dr. Orton’s observations of dyslexic characteristics and tendencies was done with such persuasion and eloquence so as to gain him recognition among educators and doctors alike. The significance of this defense has been an ongoing focus into the anatomical causes of dyslexia in children. This focus has in turn lead to many effective methods of retraining the brain in dyslexic children across America.
In his presentation, Dr. Geschwind defended thirteen of Dr. Orton’s conclusions on dyslexia. Included in the thirteen observations were the following: the normal visual perception of dyslexics; the exact location of neurological abnormalities within the brain of dyslexics; physical, developmental, and academic characteristics of dyslexics; and the heredity of dyslexia. Dr. Geschwind added to Dr. Orton’s conclusions by looking beyond the disadvantages to the advantages of dyslexia.
Dr. Geschwind surprised his audience by stating that a well-rounded view of dyslexia included a thorough discussion of the advantages of dyslexia. According to Geschwind, the identification of these advantages should be helpful in the treatment and re-education of those with dyslexia. Increased abilities in non-verbal areas and spatial understanding were two advantages identified in this article, thus explaining why many individuals suffering from dyslexia are quite successful in areas of the fine arts, engineering, athletics, and architecture. These advantages may then be used in the following two ways: 1) to aid in pre-birth diagnosis of dyslexia and enabling the discovery of treatment options long before a child reaches school, and 2) to create pathways of connection between the strong non-verbal side of the brain to the weaker language side of the brain so language education is successful.
While reading this article, I was reminded of the connection between the two sides of the brain, and the importance of using a child’s natural strengths in working the weaker side of the brain. If I, the educator, do this successfully, then my students will be able to experience life-long learning through language. In order to make this a reality for my students, I need to stay current on research done both medically and educationally in the field of dyslexia; and I need to apply that research to my classroom activities.
The Orton Dyslexia Society, now known as the International Dyslexia Association, integrates medical research into the educational world. This organization has researched medical findings, and then applied these findings to research-based educational interventions, methods, strategies, techniques, and curriculums. This article helped me realize the importance of reading the current publications of this institution. After reading and finding out the new research, it is my job to use students’ strengths coupled with these methods to make new connections which will aid in language learning.
Once I have read the recent research, I must apply it practically in my classroom. My students enter the classroom with a brain that has many connections happening in the non-verbal lobe. Each student will exhibit different strengths depending on which lobe of his brain is stronger. Reading this article reminded me of my basic job description-find the student’s strength and use that strength to build up his weakness. Connections from the stronger to weaker lobes of the brain will last much longer than any other connection I try to create and will allow the student to learn long after I have left the scene.
Yes, Dr. Orton was right. His research, set back in the age of the ‘roaring 20s’, (1920s) had none of the frivolous and carefree characteristics of the culture surrounding him but instead was based upon scientific data. Should we be surprised that the reading method he and his wife created still works almost a century later or that the techniques and methods developed in the 1950s and 1960s based upon this data work today? Technology may bring a variety of presentational options; but as the brain has not changed since God created Adam, the principles of methodology must remain unchanged. My task is to stay current with the scientifically-based research done by the International Dyslexia Association and to use their proven methods in my classroom to educate life-long learners.
by Jennifer Lewis
In his presentation, Dr. Geschwind defended thirteen of Dr. Orton’s conclusions on dyslexia. Included in the thirteen observations were the following: the normal visual perception of dyslexics; the exact location of neurological abnormalities within the brain of dyslexics; physical, developmental, and academic characteristics of dyslexics; and the heredity of dyslexia. Dr. Geschwind added to Dr. Orton’s conclusions by looking beyond the disadvantages to the advantages of dyslexia.
Dr. Geschwind surprised his audience by stating that a well-rounded view of dyslexia included a thorough discussion of the advantages of dyslexia. According to Geschwind, the identification of these advantages should be helpful in the treatment and re-education of those with dyslexia. Increased abilities in non-verbal areas and spatial understanding were two advantages identified in this article, thus explaining why many individuals suffering from dyslexia are quite successful in areas of the fine arts, engineering, athletics, and architecture. These advantages may then be used in the following two ways: 1) to aid in pre-birth diagnosis of dyslexia and enabling the discovery of treatment options long before a child reaches school, and 2) to create pathways of connection between the strong non-verbal side of the brain to the weaker language side of the brain so language education is successful.
While reading this article, I was reminded of the connection between the two sides of the brain, and the importance of using a child’s natural strengths in working the weaker side of the brain. If I, the educator, do this successfully, then my students will be able to experience life-long learning through language. In order to make this a reality for my students, I need to stay current on research done both medically and educationally in the field of dyslexia; and I need to apply that research to my classroom activities.
The Orton Dyslexia Society, now known as the International Dyslexia Association, integrates medical research into the educational world. This organization has researched medical findings, and then applied these findings to research-based educational interventions, methods, strategies, techniques, and curriculums. This article helped me realize the importance of reading the current publications of this institution. After reading and finding out the new research, it is my job to use students’ strengths coupled with these methods to make new connections which will aid in language learning.
Once I have read the recent research, I must apply it practically in my classroom. My students enter the classroom with a brain that has many connections happening in the non-verbal lobe. Each student will exhibit different strengths depending on which lobe of his brain is stronger. Reading this article reminded me of my basic job description-find the student’s strength and use that strength to build up his weakness. Connections from the stronger to weaker lobes of the brain will last much longer than any other connection I try to create and will allow the student to learn long after I have left the scene.
Yes, Dr. Orton was right. His research, set back in the age of the ‘roaring 20s’, (1920s) had none of the frivolous and carefree characteristics of the culture surrounding him but instead was based upon scientific data. Should we be surprised that the reading method he and his wife created still works almost a century later or that the techniques and methods developed in the 1950s and 1960s based upon this data work today? Technology may bring a variety of presentational options; but as the brain has not changed since God created Adam, the principles of methodology must remain unchanged. My task is to stay current with the scientifically-based research done by the International Dyslexia Association and to use their proven methods in my classroom to educate life-long learners.
by Jennifer Lewis