The Purpose of this site is to provide materials to those using the “Orton Gillingham” or “Flipped Learning” instructional approaches. We will provide materials that deliver instruction catering to the needs and preferences of different learning styles. This teacher’s store will give access to “age appropriate” reading materials presented in a “high – interest” “easy to read” format for those with limited reading skills. Books, games, charts, flash cards, videos and more will present concepts, knowledge and skills as multisensory options and reinforce phonetic decoding and encoding reading skills. Entertaining, colorful and beautifully illustrated materials add to the delivery and comprehension of complex, but age appropriate, materials that respect the learner while remediating skills.
About the Author
Dorothy Bokor is a retired special education teacher, education administrator and adjunct professor. She became involved with the Orton Gillingham method to remediate her dyslexic son. When he graduated college in computer science, they wrote computer applications and phonetically based multisensory materials in language arts and content areas. One of Dorothy Bokor’s goals is to create content materials that are, “easy to read”, condensed and contain only essential knowledge, concepts, and skills; using Multisensory materials, technology and programmed learning tools to deliver instruction. These materials are perfect for those teachers “flipping” instruction from a lecture to a more individualized format.
WHY JOHNNY STILL CAN’T READ by Dorothy Bokor, BS, MS, PD.
Johnny still can’t read because his teachers really never taught him how. Not in “direct instruction”, that is. Today’s schools mainly use the “See and Say” method of reading instruction. In this approach the student is exposed to words and is supposed to remember it after many pairings of “seeing” and “saying” the word. For the majority of students this usually works fine. This “Whole Word” approach, or “Whole Language”, does not emphasize or even teach the “sound/symbol” system. As an example, my daughter thrived on this “See and Say” method of reading instruction. When exposed in to the sound of the letter S in “Sally” and the S in the word “So”, my daughter was able to internalize and generalize that the letter S said the sound “S”. My Son, however, could not make that connection no matter how many pairings or exposures he had. He needed to be taught the “sound / symbol” connection in direct instruction. For example, in the word “races” the “S” sound is in the letters ce and the S says the sound of “Z”! Confusing? Yes. So it is not enough to just teach the rules of the “sound / symbol” system or phonics directly. You should use the “Orton Gillingham” approach taught by a trained teacher. This method works because it is structured, repetitious, phonetic, and most importantly, taught in a multi-sensory manner. I was introduced to the existence of this method in an article in “Mc Call’s” magazine in 1973 and I began to teach my son using this method in daily lessons. Many years later after he graduated college with a degree in Computer Science we have been writing computer applications using the Orton Gillingham program. We are selling the “Climbing with Phonics” programs and books on the Internet at