1. Wilson Reading System -Barbara A. Wilson Collingwood MS Key 2008/09
Wilson Reading System Barbara A. Wilson Collingwood MS Key 2008/ Presented by: Charlie MacDowall

2. Wilson Reading System Originally written for adults with dyslexia
Appropriate for students who have not internalized sounds and word structure
Interactive, multisensory (based on OG principles)
Teaches decoding and encoding

3. WRS will benefit students who:
have difficulty decoding accurately
Slow, lack fluency
Nonsense words/syllables
Guess at words
Poor spellers
Gaps in decoding/spelling
Struggling readers:
Need to be directly taught
Multisensory
Must learn sound/symbol relationship, syllable types and spelling rules
Need to experience success!
Stay positive!

4. 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

5. The program cont. Materials Instructors 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.

6. Lessons 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.*

7. 10 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: 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
Listening comprehension/applied skills

8. To start Teacher binder: Student binder/notebook Scope and sequence
Lesson plans
Wordlist chart for each student
Student binder/notebook
5 sections: sounds, syllables, spelling rules, sight words, vocabulary
Dictation notebook/section

9. 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

10. 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)

11. Characteristics of Effective Intervention for Struggling MS Students
More: explicit, comprehensive, intensive, supportive (emotionally and cognitively)
Use of meaningful texts
Instruction in process (word recognition, encoding, vocabulary, fluency, context clues) to help facilitate, but not central
Integrate reading strategy instruction into content areas-transfer
Explicit teaching of reading for different purposes, text structure
Content literacy approaches in place and consistent across content areas, includes regular application
Engaging and motivating
Significant time spent reading
Teacher plays critical role in assessment and instruction

12. 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
Instruction in reading different types of text (ie. science textbooks, fiction/non-fiction, socials texts, websites, databases) text structure
Instruction in online reading

13. Our 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 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)