Presentation on theme: "Wilson Reading System -Barbara A. Wilson Collingwood MS Key 2008/09"— Presentation transcript:
1Wilson Reading System -Barbara A. Wilson Collingwood MS Key 2008/09 Wilson Reading System Barbara A. Wilson Collingwood MS Key 2008/ Presented by: Charlie MacDowall
2Wilson Reading System Originally written for adults with dyslexia Appropriate for students who have not internalized sounds and word structureInteractive, multisensory (based on OG principles)Teaches decoding and encoding
3WRS will benefit students who: have difficulty decoding accuratelySlow, lack fluencyNonsense words/syllablesGuess at wordsPoor spellersGaps in decoding/spellingStruggling readers:Need to be directly taughtMultisensoryMust learn sound/symbol relationship, syllable types and spelling rulesNeed to experience success!Stay positive!
4The program 12 steps See scope and sequence (appendix) key students will have covered concepts in steps 1-6 in OGmay have covered some/most concepts in steps 7-12Focus will be on steps 7-12Many students will be fluent in reading words in steps 7-12, but have difficulty with spelling
5The program cont. Materials Instructors Manual Teacher and student binders/notebookRules notebook (great reference!)Sounds, 6 syllable types, spelling rulesWADE (assessment of decoding/encoding)Dictation Book Steps #7-12Student Readers #7-12, stories for older studentsSound cards (from OG), syllable cardsMagnetic journal/tilesAny material/games from OG etc.
6Lessons Lesson plan outlines (appendix) Lesson has 10 parts Reading and spelling (parts 1-10)Mainly spelling (parts 1,2,6,7,8)A level: elementary students, ESL, limited vocab.B level: older students, larger vocab.*
710 parts of a lesson Parts 1-5: Decoding Parts 6-8: Encoding 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: EncodingQuick 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 ComprehensionPassage readingListening comprehension/applied skills
8To start Teacher binder: Student binder/notebook Scope and sequence Lesson plansWordlist chart for each studentStudent binder/notebook5 sections: sounds, syllables, spelling rules, sight words, vocabularyDictation notebook/section
9To start cont. WADE: Wilson Assessment of Decoding and Encoding Used for placement within the programUsed for pre/post-testing/progress monitoringUser’s Guide (step by step administration)Test ChartStudent information forms/recording FormsWADE:Section 1 SoundsSection 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
10Grouping of StudentsGroup according to pretest resultsSimilar scores on word attack and reading vocabulary subtests and compare spelling results (especially if spelling is main concern)
11Characteristics of Effective Intervention for Struggling MS Students More: explicit, comprehensive, intensive, supportive (emotionally and cognitively)Use of meaningful textsInstruction in process (word recognition, encoding, vocabulary, fluency, context clues) to help facilitate, but not centralIntegrate reading strategy instruction into content areas-transferExplicit teaching of reading for different purposes, text structureContent literacy approaches in place and consistent across content areas, includes regular applicationEngaging and motivatingSignificant time spent readingTeacher plays critical role in assessment and instruction
12What should our overall reading intervention program look like? Wilson and OG facilitate, but not the only component.Use for developing reading and spelling skillsStill a need for reading comprehension component based on what is meaningful for MS students, that is, interesting material and material from content areasVocabulary work from content areasInstruction in reading different types of text (ie. science textbooks, fiction/non-fiction, socials texts, websites, databases) text structureInstruction in online reading
13Our Program cont. Instruction in use of accommodations Read/Write Gold, Dragon Speak, Kurzweil, Laptop etc.Spell checker component of Wilson is helpful when there are optionsEncourage transfer of skills to content areas – expect use of spelling rules/syllabication for unknown words etc. in classGrammar and writing component (paragraph structure, essay components)