Multisensory teaching is a term often used to describe the teaching strategies originally introduced by neurologist Dr. Samuel T. Orton and Anna Gillingham, a psychologist and educator. At its inception in the 1930’s, the Orton-Gillingham Approach was created to teach individuals with dyslexia. The multisensory teaching approach incorporates all learning pathways including visual, auditory and kinesthetic/tactile modalities, and instruction includes an integrated program of phonology, syllable instruction, morphology, syntax and semantics. To learn more about multisensory teaching and the Orton-Gillingham Approach click here.

The Wilson Reading System (WRS) is one multisensory program based on Orton-Gillingham methods, and was originally created by Barbara Wilson in 1988. The WRS provides direct, systematic, sequential instruction of the six syllable types and other structures of the English language. Syllable types determine vowel sounds, which are often the most difficult sounds for students to figure out. The twelve-step program was designed for students who have not internalized the sound and syllable system for reading and spelling. Instruction begins with the simplest concepts inherent to the English language and systematically progresses to include the more complex concepts. Mastery of each step is required before a student can progress to the next step in the program. Ongoing assessment is an integral component of the WRS; the instructor continually assesses student progress and tailors instruction to meet the needs of individual students. To learn more about the Wilson Reading System click here.

For students to reap the maximum benefit from a multisensory reading program, such as the Wilson Reading System, the student, the parent(s), and the instructor need to work together as a team. The instructor will initially perform diagnostic testing as needed and then implement an instructional plan tailored to meet the individual needs of each student. The instructor will teach the skills and tools necessary for the student to become a proficient reader and speller. The student will need to actively participate in lessons and do follow-up practice. The parent will need to encourage and monitor at-home practice. Research shows us that the energy needed by a struggling reader is far greater than that of a typical reader, and therefore, it is not surprising that a student might resist at-home practice. Just as in learning a musical instrument or new sport, practice and repetition will be vital for the student to become a fluent reader and speller.