Orton-Gillingham
 Orton-Gillingham | |
|---|---|
teaching methodology (en)  | |
| Bayanai | |
| Ƙaramin ɓangare na | remedial reading (en) |
| Suna saboda | Samuel Orton (en) da Anna Gillingham |
Hanyar Orton-Gillingham wata dabara ce ta sauti mai yawa don koyar da karatu gyare-gyare da aka haɓaka a farkon karni na 20. Ana yin shi a matsayin hanyar kai tsaye, bayyane, fahimta, tarawa, da kuma tsarin ji da yawa. Duk da yake an fi danganta shi da koyar da mutane da ke fama da dyslexia, an yi amfani da shi ga mutanen da ba su da dyslexic suna koyon karatu, rubutu, da rubutu. A Amurka, shirye-shiryen kasuwanci sama da 15 da kuma makarantu masu zaman kansu da yawa suna inganta shi don dalibai da ke da dyslexia da nakasa na ilmantarwa.
Kwalejin Orton-Gillingham, wacce aka fi sani da "Orton Society", tana ba da takardar shaidar mutanen da suka halarci shirin horo tare da wani memba na OGA kuma waɗanda suka kammala aikin gwaji da aka sa ido a kai. Wannan kwamitin ba da takardar shaidar yana da takardar shaidar a ƙarƙashin Hukumar Kula da Masu Rijista ta NYS.
Orton da Gillingham
[gyara sashe | gyara masomin]Samuel Torrey Orton (1879–1948), masanin ilimin tabin hankali da kuma likitan cututtuka a Jami'ar Columbia, ya yi nazarin yara masu matsalolin sarrafa harshe kamar dyslexia . Tare da malami kuma masanin ilimin halayyar ɗan adam Anna Gillingham (1878–1963), ya ƙirƙiri dabarun koyar da karatu, waɗanda ke haɗa dabarun koyo na motsa jiki (bisa ga motsi) da kuma dabarun taɓawa (bisa ga ji) tare da koyar da ra'ayoyin gani da na ji. [1]
A shekarar 1935, Gillingham, tare da tsohon abokin aikinta Bessie Stillman, sun buga littafin Gillingham-Stillman, Horarwa kan Gyaran Jiki ga Yara Masu Nakasa ta Musamman a Karatu, Rubutu da Rubutun Rubutu . Wannan yanzu ana kiransa da hanyar Orton-Gillingham (OG), "dabarar sauti mai ji da gani don koyar da karatu na gyara." [2]
Aiwatarwa
[gyara sashe | gyara masomin]Cibiyar Kimiyyar Ilimi (wani sashe mai zaman kansa, mai zaman kansa, mai zaman kansa, mai ƙididdiga, bincike, da kimantawa na Ma'aikatar Ilimi ta Amurka), ta bayyana hanyar kamar haka: "Orton-Gillingham wata hanya ce mai faɗi, mai amfani da ji da ji da yawa don koyar da karatu da haruffa waɗanda za a iya gyara su don koyarwar mutum ɗaya ko rukuni a kowane matakin karatu. Zaman koyarwa yana mai da hankali kan ayyuka tare da abubuwan ji, gani, da na motsa jiki waɗanda ke ƙarfafa juna. Hanyar tana mai da hankali kan mutane masu nau'ikan matsalolin sarrafa harshe (karatu, haruffan rubutu, da rubutu) da ke da alaƙa da dyslexia." [3]
A cewar Rose da Zirkel, shirye-shiryen OG galibi "suna amfani da hanyar fahimtar abubuwa da yawa don koyar da mahimman ra'ayoyi na haruffa, rubutu, da karatu kuma suna ci gaba da ginawa akan ƙwarewa da aka ƙware." Nau'ikan OG "sun ɗauki nau'ikan shirye-shiryen kasuwanci sama da 15 da makarantu masu zaman kansu da yawa ga ɗaliban da ke da nakasa." [1]
Bincike kan ingancinsa
[gyara sashe | gyara masomin]A shekara ta 2000, Kwamitin Karatu na Ƙasa ya haɗa da hanyar Orton-Gillingham a cikin bincikensu, "Koyar da Yara su Karatu: Kimantawa bisa Shaida na Adabin Bincike na Kimiyya kan Karatu da Tasirinsa ga Koyarwar Karatu." [4] Kwamitin ya goyi bayan mahimmancin bayar da koyarwar aji a fannin wayar da kan jama'a game da sautuka, sautuka, iya magana, ƙamus, da fahimta.
Cibiyar Binciken Karatu ta Florida ta ruwaito a shekara ta 2006 cewa ba ta iya gano wani bincike na gwaji da ke bincika ingancin hanyar ba musamman kamar yadda aka bayyana a cikin kayan horo na Orton-Gillingham. Don haka babu wata shaidar bincike kai tsaye da za ta tantance ingancinta, kodayake akwai nau'ikan bincike na hanyoyin da aka samo asali waɗanda suka haɗa da fannoni na Orton-Gillingham tare da wasu dabaru. [5]
Bayanin dukkan binciken da aka ruwaito game da hanyoyin Orton-Gillingham da aka samo asali, kamar Alphabetic Phonics ko Project Read, ya bayyana bincike goma sha biyu kacal tare da sakamako marasa daidaituwa da kuma kurakurai iri-iri na hanyoyin. Duk da waɗannan sakamakon, labarin ya ba da cikakken bayani game da binciken da ake da shi, wanda aka yi la'akari da shi sosai zai nuna wasu shaidu na fa'ida daga amfani da hanyoyin OG a aji tare da ɗaliban aji na farko, da kuma amfani da su a cikin ilimin musamman ko ɗakunan albarkatu tare da yara manya masu nakasa ta ilmantarwa . [6]
A bisa wani bita da aka yi kan wallafe-wallafen da aka buga a shekarar 2008, har yanzu ba a tabbatar da ingancinsa ba. [7]
A watan Yulin 2010, wata hukumar ilimi ta Amurka ta bayar da rahoton cewa ba ta sami wani bincike da ya cika ka'idojin shaidarta ba don tallafawa ingancin dabarun da suka dogara da Orton-Gillingham. [8]
Manazarta
[gyara sashe | gyara masomin]- 1 2 Rose, Tessie E.; Zirkel, Perry (November 2007). "Orton-Gillingham Methodology for Students With Reading Disabilities: 30 Years of Case Law". The Journal of Special Education. 41 (3): 171–185. doi:10.1177/00224669070410030301. S2CID 1204397. Samfuri:ERIC ProQuest 194716470.
As several reviewers have pointed out, the research studies to date have not sufficiently validated the multisensory component that is the core of O-G programs (Moats & Farrell, 1999; Sanders, 2001), nor have they provided scientific support for its effectiveness (Ritchey & Goeke, 2006). The purpose here is not to demonstrate the effectiveness or ineffectiveness of O-G programs, but to reveal the gap that persists between professional advocacy for O-G and the need for scientifically based and peer-reviewed research.
- ↑ "How a Class of 1900 alumna influenced dyslexia research". Swarthmore Bulletin. 2019. Retrieved March 26, 2020.
In 1929, Gillingham met neurologist Samuel T. Orton, a pioneer in the field of learning disabilities, and soon after joined him on a research fellowship. Gillingham collaborated with Bessie W. Stillman to turn some of Orton’s ideas into practical form with the Gillingham–Stillman manual, also known as the Orton–Gillingham method, a multisensory phonics technique for remedial reading instruction.
- ↑ "Unbranded Orton-Gillingham-based Interventions, What works clearinghouse, July 2010".
- ↑ Langenberg, Ph.D, Daniel. "Teaching Children to Read: An Evidence-Based Assessment of the Scientific Research Literature on Reading and Its Implications for Reading Instruction" (PDF). National Reading Panel. Retrieved 26 May 2016.
- ↑ "Orton-Gillingham Approach" (PDF). Florida Center for Reading Research. Archived from the original (PDF) on 2007-03-04. Retrieved 2007-05-23. Cite journal requires
|journal=(help) - ↑ Ritchey, Kristen D.; Goeke, Jennifer L. (November 2006). "Orton-Gillingham and Orton-Gillingham—Based Reading Instruction: A Review of the Literature". The Journal of Special Education. 40 (3): 171–183. doi:10.1177/00224669060400030501. S2CID 16132344.
- ↑ Turner, III, Herbert M. (June 2008). "This systematic review empirically documents that the effectiveness of Orton-Gillingham and Orton-Gillingham-based reading instruction remains to be determined1". Evidence-Based Communication Assessment and Intervention. 2 (2): 67–69. doi:10.1080/17489530802037564. S2CID 217535920.
- ↑ "Orton-Gillingham-based Strategies". US Dept of Education. What Works Clearinghouse. July 2010.
Orton-Gillingham is a broad, multisensory approach to teaching reading and spelling that can be modified for individual or group instruction at all reading levels. Teaching sessions are action oriented with auditory, visual, and kinesthetic elements reinforcing one another. The approach targets persons with the kinds of language processing problems (reading, spelling, and writing) associated with dyslexia.