What Is Orthographic Mapping?

Orthographic Mapping is a term that sounds daunting, but it is fundamental for fluent reading.

What Is Orthographic Mapping?

Orthographic mapping is a permanent storage system for written words that builds gradually and involves developing phonological awareness and word-level reading skills. This skill can be built up by utilizing the Orton-Gillingham methodology.

Simply put, when you can read a word instantly without putting any effort into decoding it, you know that word has been orthographically mapped into your brain’s storage system. This way, the ability to store words makes reading seem magical because it means we can listen to the story with our eyes and escape into the world of a great book.

 

What Is Orthographic Mapping?

In the early stages, listening to children read can be frustrating for an adult. Young readers approach words letter by letter, sounding out each with varying degrees of accuracy. Thankfully over time, reading skills improve, and children become more fluent. But how do they move from slowly decoding word by word to being able to read words quickly and easily? Thank orthographic mapping, the process competent readers use to store written words, so they can automatically recognize them on sight. The more words we have stored in this sight word bank, the easier reading becomes, allowing our brains to focus on comprehension rather than decoding because the words simply jump off the page and can’t be stopped.

Oral language comprehension provides the foundation for understanding written text. The term “orthographic” comes from Greek, meaning to have correct writing. This mapping process makes a connection between the correct spelling sequences and the words we know. To understand the relationship, let’s look at brain processes used in learning to read.

 

Learning to Read is Complex

Learning to read is a complex process that involves connecting spoken language to the written code through four different processing systems in the brain. This Four-Part Processing Model (Seidenberg & McClelland, 1989) includes the phonological processor, a mental dictionary that stores all the words we’ve heard and use orally, which is utilized for sounding out the words we see. These words are taken in through the orthographic processor, and then we use our meaning and context processors to make sense of the text. For example, when a child sees the word “bat,” they can say the sounds /b/-/ă/-/t/ and determine the word’s pronunciation if it is in their phonological dictionary. But is it an animal or sports equipment? Putting the word into context allows the correct meaning to be established.

Speaking comes naturally for most children, and words learned along the way are stored for fast, easy retrieval in that phonological processor. Within those words are units of sound called phonemes, the smallest speech sound differences that are important for word recognition. Phonemes help us distinguish between “save” and “safe” – You can save for a rainy day, but money should be stored in a safe place. Although phoneme sequences are stored in the brain along with the words, unlocking them is not intuitive. Yet phoneme awareness is key to reading success because it’s needed for orthographic mapping.

Unlike speaking, reading is not a natural process and must be taught. English is an alphabetic writing system where the letters represent the speech sounds. Most children need instruction in the connection between the letters and the phonemes, and for many, this link needs to be explicitly taught. But the connection is not simply one letter to one speech sound. There are about 44 speech sounds in English, and our alphabet only has 26 letters, so we end up with letter combinations like ‘ch’ and ‘sh’ to spell words like ‘chip’ and ‘ship.’ English is also morpho-phonemic, meaning that spellings represent both sound and meaning. For example, ‘people’ and ‘population’ are related in meaning, and although the ‘o’ isn’t sounded in ‘people,’ it is there to mark that connection.

These types of irregularities in spelling are not a problem for reading once our brains become skilled at orthographic mapping. We aren’t born with this orthographic mapping system; our brains need to be taught how to do it. The sounds or phonemes become connected to the letter sequences in a word. They are permanently bonded and stored for instant access after one to four exposures in typically developing readers. The words stored in our phonological memory bank, which are built up naturally as we learn to speak, attach to the printed letter sequences by orthographically mapping them together. Once the system is started, our brains learn to do this automatically when we encounter new words. But how do we get this system started?

 

What Do We Need for Orthographic Mapping?

To become good at orthographic mapping, children need to develop phonological awareness and word-level reading skills. Learning to read requires that children understand the alphabetic principle, that words are made of sounds and can be written with the letters of the alphabet. To do this, they need an awareness of the phonemes in spoken words and proficiency in using phonics to decode words. This involves using the four processing systems: phonological, orthographic, meaning, and context when needed for word meaning.

Phonological skills build along a continuum. Early skill development begins with larger sound chunks in words, such as being able to rhyme and segment syllables. Next, individual sounds can be noticed in shorter words, starting with the first sound, then the last, and finally the middle sound. Once children develop basic phoneme awareness, they can learn to blend and segment words for reading and writing. This process paves the way for our brain to learn that ALL the words stored in our phonological dictionary can be broken apart this way, which is critical for permanent written word storage. The phonemes in spoken words become the metaphorical glue that attaches to the written representations. But children need other tools to develop word reading skills that lead to orthographic mapping.

As early phonological skills develop, children need to learn letter names and basic letter sounds. Learning that letters are used to write the phonemes will open the door to decoding words for reading. In our example with the word ‘bat,’ knowing that these letters represent the sounds /b-ă-t/ allows the connection to be made to this word that is already stored in our phonological dictionary. The reverse can be done for encoding, or spelling, to write words. As more letter-sound relationships are learned, more words can be unlocked.

 

Practice Makes Automatic

The more practice our brains get with this sound-symbol relationship pattern, the more automatic the process becomes. One key to the orthographic mapping of words into our permanent memory system is the proficiency with which we have access to the phonemes in spoken words. Children can sharpen this skill through phoneme manipulation practice, such as saying the word ‘bat’ and then repeating it but changing the /b/ to /m/ for ‘mat.’ A more advanced version of this practice would be to say ‘slip’ then repeat it without the /l/ sound, ‘sip.’ The ability to do this type of wordplay makes the phonological processer stickier and better able to attach to text.

Phonics is essential to reading and is best learned when explicitly taught. Proficiency with letter-sound relationships is another key to orthographic mapping. Beyond basic letter sounds, good phonics instruction should include common spelling rules and patterns in English along with basic syllable types.

The ability to decode a word with phonics knowledge provides children with the skills to unlock new words they encounter. This knowledge helps children become familiar with the allowable letter sequences that make up words. Only one to four exposures are needed for typically developing readers before a word’s spelling is locked together and permanently stored for instant recognition.

Although listening to children learn to read by painstakingly decoding each word can be tedious, it is precisely this process that makes orthographic mapping possible. It is the combination of phonemes and phonics that begins to build the orthographic mapping storage system. Once activated, reading begins to transition into the magical process of making the words on the page speak. This opens the door to new worlds.

What Is Orton-Gillingham?

In the 1930s, neuropsychiatrist and pathologist Dr. Samuel T. Orton and educator, psychologist Anna Gillingham developed the Orton-Gillingham approach to reading instruction for students with “word-blindness,” which would later become known as dyslexia. Their approach combined direct, multi-sensory teaching strategies paired with systematic, sequential lessons focused on phonics.

Orton-Gillingham is a step-by-step learning process involving letters and sounds that encourages students to advance upon each smaller manageable skill learned throughout the process. It was the first approach to use explicit, direct, sequential, systematic, multi-sensory instruction to teach reading, which is effective for all students and essential for teaching students with dyslexia. Today, the Orton-Gillingham approach is used around the world to help students at all levels learn to read.

 

Critical Components of the Orton-Gillingham Approach

  • Multi-Sensory – The teaching of new concepts incorporates visual, auditory, and kinesthetic pathways. With this approach, students learn language by ear (listening), mouth (speaking), eyes (seeing), and hand (writing).
  • Structured, sequential, and cumulative – Through direct, explicit instruction, it progresses logically at the primary level and progresses to more advanced concepts that build upon the previous skill learned, with practice and review.
  • Flexible – Through assessment, differentiation, and grouping, teachers can instruct students based on their needs.
  • Language-based – Directly teaches the fundamental structure of language, starting with sound/symbol relationships and progressing to more complex concepts such as higher-level spelling rules and Greek and Latin Bases.

 

The Key Benefits of the Orton-Gillingham Approach

  • Sequential – Lessons are presented in a logical, well-planned sequence. This sequence allows children to make easy connections between what they already know and what they are currently learning.
  • Incremental – Each lesson builds carefully upon the previous lesson. This helps students move simple concepts to more complex ones, ensuring that there are no gaps in their learning.
  • Cumulative – Through direct, explicit instruction, it progresses logically at the primary level and progresses to more advanced concepts that build upon the previous skill learned, with practice and review.
  • Individualized – Anna Gillingham once said, “Go as fast as you can, but as slow as you must.” Curriculums that follow this approach make it easy to teach students based on their individual strengths.
  • Phonograms-Based – By teaching the phonograms and the rules and patterns that spell the vast majority of English words, the Orton-Gillingham approach takes the guesswork out of reading and spelling.
  • Explicit – Students are taught exactly what they need to know in a clear and straightforward manner. Students know what they are learning and why they’re learning it.

 

Where Orton-Gillingham Fits

While Orton-Gillingham has long been associated with dyslexia, teachers have been advocating for years that the Orton-Gillingham method be utilized in every classroom.

Orton-Gillingham places a strong emphasis on systematically teaching phonics so that students understand the how’s and why’s behind reading. Word recognition is best taught through a phonics-based approach, wherein students develop knowledge and skills about how the alphabet works to become expert decoders. Children can then apply the knowledge they learn to decode and encode new words.