Gillingham-stillman method
Purpose: To provide the reader, "disabled" or "potentially disabled", who has a specific language difficulty, with a method of learning that is consistent with the evolution of language functions.
Rationale: That students with specific language disabilities will learn to read successfully only with methods that are consistent with the evolution of language functions. Gillingham and Stillham have claimed that the best teachers for this method are those familiar with traditional reading and spelling instruction. The system that they've suggested is based on the theoretical position and work of Samuel Orton.
Intended Audience: Those that had or may have difficulty learning to read or spell due to specific language disabilities. This method is intended for use with 3rd-6th graders but has been adapted for use with older and younger students.
Description of the Procedures:
1. Letters-To teach the sounds represented by letters and then build these into words. The teacher shows the student a letter and says it. It is then repeated by the student. The same procedure is followed for the sound represented by that letter.
2. Words-After ten letters are well-known, blending them into words begin. After a few days of sound blending, the student is required to reverse the procedure and analyze the words into component sounds. As further reinforcement, the student might write the word.
3. Sentences and Stories-After students can read and write any three-letter "perfectly phonetic" word, sentence and story reading may begin. Students read a story or sentence silently until they can read it perfectly. Any words that they may have difficulty on is to be sounded out and for phonetically irregular words, pronunciation is provided.
4. Other- As the students' reading skills develop, these are additional guiding principles established by Gillingham and Stillman:
1. Letters-To teach the sounds represented by letters and then build these into words. The teacher shows the student a letter and says it. It is then repeated by the student. The same procedure is followed for the sound represented by that letter.
2. Words-After ten letters are well-known, blending them into words begin. After a few days of sound blending, the student is required to reverse the procedure and analyze the words into component sounds. As further reinforcement, the student might write the word.
3. Sentences and Stories-After students can read and write any three-letter "perfectly phonetic" word, sentence and story reading may begin. Students read a story or sentence silently until they can read it perfectly. Any words that they may have difficulty on is to be sounded out and for phonetically irregular words, pronunciation is provided.
4. Other- As the students' reading skills develop, these are additional guiding principles established by Gillingham and Stillman:
- Recognizing polysyllabic words formed by syllables as monosyllabic words formed by letters
- The usage of the dictionary for the purpose of identifying the pronunciation of words
- Dealing with phonetically irregular words in which whole word drill is suggested
- Discouraging independent reading until a major portion of the program is completed.