Dyslexia: A History of the Term and Current Challenges

Orton-Gillingham Approach Its Naming:
When and How*

John C. Howell

Abstract

The phrase, Orton-Gillingham Approach, had its debut in 1966. It appeared for the first time in print that year in The Disabled Reader: Education of the Dyslexic Child (Money, 1966) in a chapter written by June Lyday Orton which she called “The Orton-Gillingham Approach” (Orton, 1966).

*This article was published as Howell, J.C. (2021). A historical note. AOGPE (OGA) Academy news. Summer/Fall, 7. An adaptation is posted here with the permission of the Academy of Orton-Gillingham Practitioners and Educators (OGA).

An Invitation

What is the story of this contribution by Mrs. Orton? In 1964, John Money, Department of Pediatrics, The Johns Hopkins University School of Medicine, received grants that permitted him to undertake the publication of a collection of papers on dyslexia, a book that was to become The Disabled Reader.

On September 17, 1964, Money wrote to Mrs. Orton asking her to contribute a chapter to the forthcoming book. He gave her a title: “The Gillingham Method”.

Initial Response

Mrs. Orton responded positively two days later to Dr. Money’s invitation but with the judgment: “’The Gillingham Method’, in my opinion, would be better as ‘The Orton-Gillingham Method.’” She noted basic work done by Miss Gillingham in the Language Research Project of the New York Neurological Institute under the direction of Dr. Orton and his research associate, Dr. Paul Dozier. Mrs. Orton also noted Miss Gillingham’s own acknowledgment of her close relationship to the Orton program. Three days later Dr. Money responded: “I think your suggestion of the name ‘Orton-Gillingham Method’ is excellent.”

Final Word

Very shortly thereafter (Oct 11) Mrs. Orton wrote to Money stating “A second thought as to title would be ‘The Orton-Gillingham Approach’ as we have always felt rather strongly that it was out of place to talk about a method or methods for treating individuals with as varied and fluid manifestations of specific language disability as these children present to the reading clinician.” Money replied on Oct. 14: “I am delighted to know from your letter today that you will be writing the chapter on the Orton-Gillingham Approach in ‘The Disabled Reader.’” Thus, in the span of less than a month, the name Orton-Gillingham Approach was set (Archives, 1964).

Summary

The historic importance of these exchanges between John Money and June Lyday Orton are important for several reasons. The characterization of Orton-Gillingham as an “approach” is the most significant. Orton-Gillingham was and has always been intended to be treated as an Approach, not a method, technique, program, or system. As such it has a depth, breadth, and flexibility lacking in branded, commercial intervention programs. The well-trained and experienced Orton-Gillingham practitioner functions so successfully because Orton-Gillingham is an Approach (Howell & Ashby, 2021)...

References

Howell, J.C. & Ashby. J. (2021). The Orton-Gillingham

approach and reading research: A framework for conceptualizing their nexus. AOGPE (OGA) Academy

news. Summer/Fall, 13-20.

https://app.box.com/s/tbk0lk46pwi2u7zdfzh

39secfp1mz1v8kenwhitinger@gmail.com+

Money, J. (1966). The disabled reader: Education of the

dyslexic child. Baltimore: The Johns Hopkins Press.

Orton, J.L. (1966). The Orton-Gillingham approach.

In Money, J. (1966). The disabled reader: Education

of the dyslexic child. Baltimore: The Johns Hopkins

Press, pp.119-145.

Archives & Special Collections, Columbia University

Health Sciences. Samuel T. & June Lyday Orton Papers, (1964). Box 5, Folder. 11, Archives & Special Collections, Columbia University Health Sciences Library.

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