Introduction

While many teachers might doubt this, the teaching of grammar is not rocket science! The teaching of grammar can be painless for both the teacher and the student. There are, however, specific principles and processes for making the task more effective for both the teacher and the student.

I am frequently asked when grammar instruction should begin. When students are in the first grade they can begin to learn about simple nouns and action verbs. This text is ungraded because grammar instruction can be introduced at any age or grade following the sequence presented here. Of course, the earlier it is begun, the easier it will be for the student to achieve mastery. As with all Orton-Gillingham teaching, we begin where the student is and take him at the rate at which he can learn to mastery. Because the elements in Grammar Level II are generally more abstract, this level is usually not introduced until sixth grade or above, when the student’s brain is better able to handle abstractions and complexities. Grammar instruction should continue throughout a student’s schooling, increasingly combining it with expository writing instruction.

Incorporating Orton-Gillingham principles into the teaching of grammar assures mastery through the creation of new associative neurological pathways to the brain. Moreover, because this text is written for the teacher of the dyslexic student, it is important to understand just how the dyslexic student learns and how to teach this student to the point of mastery. In order to be able to teach effectively, the teacher needs to have a clear understanding of the Essential Elements which must be incorporated into each lesson. These elements are the heart of the Orton-Gillingham Approach. Knowledge of these elements will help the teacher to understand why certain procedures are followed, as well as the importance of adhering closely and consistently to the instructions given to the student.

For these reasons, this text begins with an Orientation to Teaching the Dyslexic Student. Because instruction for the dyslexic student must be individualized, the teacher is cautioned against trying to teach this approach to grammar without first absorbing this Orientation, which would most certainly result in failure for both the teacher and the student.

The teacher is encouraged to make use of the many lists, processes and resources included here which will facilitate individualized lesson planning. As with all Orton-Gillingham teaching, lesson delivery becomes more automatic with practice. While The Essentials of Grammar Instruction was written for the teacher of the dyslexic student, experience has shown that this approach is also a powerful tool for teaching grammar to any student. Therefore, it would be appropriate for use in the regular classroom, which doubtless includes some dyslexic students, and with adults.