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Wilson Reading System

“What is Intervention”

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The Gift of Learning to Read

When we teach a child to read we change her life’s trajectory

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What Do We Need to Do to Make Sure We Change Reading Outcomes?

We need to focus on the 5 Components orBig Ideas of early literacy: Phonemic Awareness Phonics or Alphabetic Principle Accuracy and Fluency with Connected Text Vocabulary Comprehension

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Neural Architecture for Reading

Shaywitz, S.E. (1996). Dyslexia, Scientific American, 275, (5). 98-104

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Four Processing Systems

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Context Processor

Orthographic Processor

Phonological Processor

Meaning Processor

writing outputspeech output reading input

speechsound system

letter memory

Phonemic Awareness

Fluency

Phonics

Concept & Information;Sentence Context;

Text Structure

Vocabulary

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Working Memory and Automaticity

Processing Task

Processing Task

Less Fluent Reader More Fluent Reader

Working Memory

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Big Ideas Drive the Train

Letter Name Fluency (LNF): Risk IndicatorLetter Name Fluency (LNF): Risk Indicator

ISFISF

Phonemic AwarenessPhonemic Awareness FluencyFluency

PSFPSF NWFNWF

Phonics(Alphabetic Principle)

Phonics(Alphabetic Principle)

ORFORF ORFORF RTFRTF

Compre-hensionCompre-hension

WUFWUF

VocabularyVocabulary

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Intervention is…

Aggressive Instruction

Instruction for Acceleration

Uses a researched based scope-and-sequenced curriculum

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Intervention is…

Focused instruction which is based on:

A student’s response to instructionAs measured by assessment data

(the assessment can be formal or informal)

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What does intervention look like?

Intervention is not a mini-comprehensive reading lesson:

Intervention:Gives time for extra opportunities for mastery of

concepts and skillsGroup size is smallerFocused on one or two areas of instruction

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Effective Intervention Design

Time

Instruction

Intensity

Intervention

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Time, Intensity and Instruction

Time: How much time?

Intensity: How many students in a group?

Instruction: What will be the focus of instruction?

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Step 4. Implement

InstructionalSupport

What is an Intervention Cycle?

Step 3. Plan Instructional Support

Step 5. Evaluate Support

Step 2. Form Groups

Step 1. Identify Students

Step 6. Modify Support

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What is Wilson Reading System?

STRONG TRACK RECORDBeen around for 15+ years, recognized internationally, strong research base

DIRECTconcepts that govern the structure of written English. Students learn through straightforward, interactive learning, addressing head-on the

STRUCTUREDThe 12 Steps of the Wilson Reading System guide the student through the pitfalls of decoding and encoding, teaching them to trust the English language as a reliable system from the start.

CUMULATIVEEach step builds on the one before it. Students work from sounds to syllables, words to sentences, and paragraphs to stories, learning the structure of English through constant repetition and review.

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What is Wilson Reading System?

MULTISENSORYLessons are interactive in nature and are designed to fully engage students in the task at hand. Students learn by hearing sounds; manipulating color-coded sound; syllable and word cards; performing finger tapping exercises, writing down spoken words; reading aloud and repeating what they have read in their own words, and hearing others read as well. All skills and knowledge are reinforced through visual, auditory, kinesthetic and tactile senses.

INTEGRATEDThe Wilson Reading System is organized around the six syllable types found in English; sounds are taught only as they relate to the syllable being studied. Lessons cover only those concepts being taught, with prior lessons being reinforced. Similarly, all Wilson materials and texts are phonetically controlled containing word lists, sentences, and paragraphs that incorporate only the elements of word structure taught in or up to the corresponding lesson.

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The Principles of the Wilson Reading System

Teach sounds to automaticityTeach total word structure – not just

soundsPresent concepts within context of

controlled, written textPresent the structure of language in a

systematic, cumulative manner

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The Principles of the Wilson Reading System

Teach/reinforce concepts with visual-auditory-kinesthetic-tactile methods

Teach phonemic and syllabic segmentation

Include constant review and repetitionUse questioning techniques for

re-enforcement and student error correction

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What is the ideal conditions for delivering this intervention?

Secondary (MS/HS) In a small group (10-15 students) At least 90 minutes per day (5x/week) Consistent and frequent progress monitoring of

student progress …providing adequate data to adjust instructional intensity

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Wilson Research

Evidence of Effectiveness Study220 Students in grade 3-12History of reading & spelling difficultiesHad participate in previous pull-out

programs, with little or no success48% for 1/3/ of day, 26% for ¾ of day , and 18%

for entire day.35% had been retained at least onceMost had been in special ed for years

O’Conner, J. & Wilson, B. 1995. Effectiveness of the Wilson Reading system used in Public School Training. International Multisensory Structured Language Education Council.

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Major Findings

This study showed…Wilson pull-out was successful with

students even if previous pull-out programs were not

Student growth was statistically significant and substantial

One year can make a significant differenceTeachers reported gains in student

confidence and self-esteem

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Final conclusions…

“Schools with full inclusion programs are not addressing the needs of students who can not read. The majority of learning disabled students can develop reading and spelling skills if taught systematically…the current trend toward placing special education students in modified regular education settings without specific remedial instruction should be questioned.”

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Let’s take a look at the different components of the

Wilson curriculum and materials

Video Clip