When introducing new Red Words during Orton-Gillingham instruction, educators should take the time to analyze the word for irregular spellings. Students gain an advantage in mapping words into long-term memory for automatic recognition if they are introduced to the word parts that contain regular and irregular spelling patterns. Through Orton-Gillingham instruction, students learn new Red Words in a systematic way, engaging them in steps that integrate gross and fine motor movements, finger tracing, simultaneous verbalization, motor/muscle memory, writing, and short-term memory (digit span memory). Orton-Gillingham provides a multi-modal approach to Red Word instruction that will activate a student’s learning modalities with the visual, auditory, tactile/kinesthetic feedback essential to promoting long-term memory. Irregular spelling patterns make Red Words challenging to learn and master. Some Red Word Essentials include:Īdopting the Orton-Gillingham Methodology ![]() This provides ample opportunities for review and practice. Experienced readers can recognize these words accurately and automatically when reading, making decoding effortless, which improves fluency and comprehension.īuilding a student’s sight word bank is a primary goal of research-based instruction like Orton-Gillingham. Our brains can recognize familiar words (i.e. A large percentage of words that students encounter in their reading and writing are irregular, making it important to include them in daily practice to improve automatic word recollection. Red Word instruction is an essential part of the Orton-Gillingham approach and should be used on a weekly basis. The Dolch List, Fry Instant Words, and the index of many decodable readers contain lists of these words. Many educators use the term Red Word because the visual color red reminds students that these words are irregular. Red Words can also be high-frequency words that students must learn before the specific concept has been taught. The Orton-Gillingham methodology defines Red Words as irregular words that do not follow a particular pattern. Sight words can also be regular (e.g., not) or irregular (e.g., my). ![]() ![]() In other words, the word is known automatically, is stored in our orthographic lexicon, and can be recalled easily. Sight words are words that do not have to be “sounded out” in order to be recalled. High-frequency words are words that frequently appear in written language and can be either regular (e.g., had) or irregular (e.g., does).
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