Wilson Reading System

-Barbara A. Wilson
Collingwood MS Key 2008/09
Presented by: Charlie MacDowall
Wilson Reading System
Originally written for
adults with dyslexia
Appropriate for students
who have not internalized
sounds and word
structure
nteractive, multisensory
(based on OG principles)
Teaches decoding and
encoding
Struggling readers:
Need to be directly taught
Multisensory
Must learn sound/symbol
relationship, syllable
types and spelling rules
Need to experience
success!
Stay positive!
WRS will benefit students
who:
have difficulty decoding
accurately
Slow, lack fluency
Nonsense words/syllables
Guess at words
Poor spellers
Gaps in decoding/spelling
The program
12 steps
See scope and sequence (appendix)
key students will have covered concepts in
steps 1-6 in OG
may have covered some/most concepts in
steps 7-12
Focus will be on steps 7-12
Many students will be fluent in reading words
in steps 7-12, but have difficulty with spelling
The program cont.
Materials
nstructors Manual
Teacher and student binders/notebook
Rules notebook (great reference!)
Sounds, 6 syllable types, spelling rules
WADE (assessment of decoding/encoding)
Dictation Book Steps #7-12
Student Readers #7-12, stories for older students
Sound cards (from OG), syllable cards
Magnetic journal/tiles
Any material/games from OG etc.
essons
esson plan outlines
(appendix)
esson has 10 parts
Reading and spelling
(parts 1-10)
Mainly spelling (parts
1,2,6,7,8)
A level: elementary
students, ES, limited
vocab.
B level: older students,
larger vocab.*
10 parts of a lesson
Parts 1-5: Decoding
Sound cards (2-3 min.)
Teach/review concepts for reading (5 min.)
Word cards (3-5 min.)
Wordlist reading (5 min.)
Sentence reading (5 min.)
Parts 6-8: Encoding
Quick drill (reverse) (1-2 min.)
Teach/review concepts for spelling (5 min.)
Written work (dictation) (10-15 min.) approx. 45 min.
Parts 9-10: Reading Comprehension
Passage reading
istening comprehension/applied skills
To start
Teacher binder:
Scope and sequence
esson plans
Wordlist chart for each student
Student binder/notebook
5 sections: sounds, syllables, spelling rules,
sight words, vocabulary
Dictation notebook/section
To start cont.
WADE: Wilson Assessment of Decoding and Encoding
Used for placement within the program
Used for pre/post-testing/progress monitoring
User's Guide (step by step administration)
Test Chart
Student information forms/recording Forms
WADE:
Section 1 Sounds
Section 2 Reading (real, nonsense, sight)
Section 3 Spelling (words, sight, sentences)
Paragraph writing (optional/useful)
Mastery (the goal): tests can be done to determine
mastery of skill as well
Grouping of Students
Group according to
pretest results
Similar scores on
word attack and
reading vocabulary
subtests and compare
spelling results
(especially if spelling
is main concern)
aracteristics of Effective Intervention for StruggIing MS
Students
More: expIicit, compreensive, intensive, supportive
(emotionaIIy and cognitiveIy)
Use of meaningfuI texts
Instruction in process (word recognition, encoding,
vocabuIary, fIuency, context cIues) to eIp faciIitate,
but not centraI
Integrate reading strategy instruction into content
areas-transfer
ExpIicit teacing of reading for different purposes,
text structure
ontent Iiteracy approaces in pIace and consistent
across content areas, incIudes reguIar appIication
Engaging and motivating
Significant time spent reading
Teacer pIays criticaI roIe in assessment and
instruction
What should our overall reading
intervention program look like?
Wilson and OG facilitate, but not the only
component.
Use for developing reading and spelling skills
Still a need for reading comprehension
component based on what is meaningful for
MS students, that is, interesting material and
material from content areas
Vocabulary work from content areas
nstruction in reading different types of text (ie.
science textbooks, fiction/non-fiction, socials
texts, websites, databases) text structure
nstruction in online reading
Our Program cont.
nstruction in use of accommodations
Read/Write Gold, Dragon Speak, Kurzweil,
aptop etc.
Spell checker component of Wilson is helpful
when there are options
Encourage transfer of skills to content areas
expect use of spelling rules/syllabication for
unknown words etc. in class
Grammar and writing component (paragraph
structure, essay components)