In the 1940’s, Anna Gillingham said that her system of multi-sensory, one-to-one tutoring was re-wiring the brain. The medical community of the time was unsurprisingly sceptical; however today research is proving Gillingham right.
Sally Shaywitz from Harvard has written a book called “Overcoming Dyslexia.” She proved with her research involving MRI scanning that a dyslexic brain has very few or no neural paths to the lower left sections of the brain that are our “Dictionary and Library”. That means that every time a child with dyslexia sees a word it is for the first time and they have to right-brain analyze it. Not surprisingly, a person with dyslexia generally has a larger right side brain hemisphere. Einstein was dyslexic and did lineal math using his fingers.
Learning with dyslexia requires a multi-sensory technique — they either need much more time, or need a multi-sensory learning program that re-wires the brain so they can begin to use their brain’s own dictionary/ library and begin to LEARN TO READ so they too can begin to READ TO LEARN.
Dr. Samuel Torrey Orton and his colleagues began using multisensory techniques in the mid-1920’s at the mobile mental health clinic he directed in Iowa . Orton was influenced by the kinesthetic method described by Grace Fernald and Helen Keller. He suggested that kinesthetic-tactile reinforcement of visual and auditory associations could correct the tendency of reversing letters and transposing the sequence of letters while reading and writing. Students who reverse b and d are taught to use consistent, different strokes in forming each letter. For example, students make the vertical line before drawing the circle in printing the letter b; they form the circle before drawing the vertical line in printing the letter d.
Taken (and revised) from the London Learning Centre Website