Samuel Torrey Orton (1879-1948) was a neuropsychiatrist and pathologist. The Approach is so named because of the foundational and seminal contributions of Samuel T. The essential curricular content and instructional practices that characterize the Orton-Gillingham Approachare derived from two sources: first from a body of time-tested knowledge and practice that has been validated over the past 80 years, and second from scientific evidence about how individuals learn to read and write why a significant number have difficulty in doing so how having dyslexia makes achieving literacy skills more difficult and which instructional practices are best suited for teaching such individuals to read and write. In the hands of a well-trained and experienced instructor, it is a powerful tool of exceptional breadth, depth, and flexibility. It is most properly understood and practiced as an approach, not a method, program, or system. The Orton-Gillingham Approach is a direct, explicit, multisensory, structured, sequential, diagnostic, and prescriptive way to teach literacy when reading, writing, and spelling does not come easily to individuals, such as those with dyslexia.
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