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

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Presentation on theme: "Wilson Reading System -Barbara A. Wilson Collingwood MS Key 2008/09 Presented by: Charlie MacDowall."— Presentation transcript:

1 Wilson Reading System -Barbara A. Wilson Collingwood MS Key 2008/09 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 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

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 –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: –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)


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