1. Presented by: Susan Watcher,
Wilson Fundations
Presented by:
Susan Watcher,

2. Agenda
Fundations
Background
Philosophy
Principles

3. FUNDATIONS Fun Understanding Sound/Symbol Relationships
National Reading Panel Based
Direct and Explicit Instruction
Automaticity
Tier I and Tier II Instruction
Interactive (VAKT)
Orton-Gillingham Based
Needs Based
Systematic and Sequential

4. Fundations Background
Built upon the successes of Wilson Reading System
Based on theories of Dr. Orton
Barbara Wilson developed the program
Collected 10 years of data from schools using Wilson
First published in 2002
Used as a preventative and early intervention program
Meets the following components of effective reading instruction
Phonemic Awareness
Phonics
Fluency
Vocabulary
Comprehension

5. Wilson Philosophy
We believe that the ability to read opens up a world of possibilities to the individual. Reading is the door to personal, spiritual and intellectual growth as well as a necessity for a secure future in today's job market. We also believe that literacy is the cornerstone of freedom and democracy.
We at Wilson recognize that teachers are desperate for a solution to the current reading crisis. We understand their frustration. Our goal is to provide teachers with the skills and materials they need to help their students become fluent, independent readers, ready to explore the endless possibilities the world of reading has to offer.
Wilson Language Training Coorporation-2004

6. Principles of Wilson Reading System Fundations (from the Wilson Reading Academy)
Teach sounds to automaticity
Teach total word structure not just sounds
Present concepts within context of controlled, written text
Present structure of language in a systematic cumulative manner
Teach all principles of English language structure directly and thoroughly
Teach concepts with (VAKT) methods
Teach phonemic and syllabic segmentation
Include constant review and repetition
Use diagnostic teaching within the scope and sequence of program

7. Grade Level For K-3 Students
Within general education setting
Tier I- prevention program ( 25 – 30 minute daily lessons)
Tier II- “at risk” program for the lowest 30th percent ( additional double- dose instruction 3-5x a week)
Outside the general education setting
Tier II for schools not using Fundations in the general education classrooms
For the lowest 30th percentile (daily and double dose lessons 3-5x a week) (AEL in Carroll County)

8. Fundations Scope and Sequence Level K
Letter Formation (a-z)
Letter names keywords and sounds, short vowels, consonants
Word Awareness
Print awareness
Alphabetic Order
Sound Mastery
Syllable Awareness
Rhyming
Phonemic awareness skills ( sound manipulation for initial and final sounds)
Blending three sounds to read CVC words beginning with continuous consonants
Trick words during second half of year
Sentence dictation procedures, capitalization, period, word spacing
Sentence proofreading procedures

9. Fundations Scope and Sequene Level I
Review all skills from level K
Trick words from each unit
Concept of consonant diagraph, keyword, and sounds ( sh, ch, th, wh, -ck)
Spelling of “ck” at the end of words
Sentence dictation procedures, question mark
Bonus letters
Glued sounds: all
Glued sounds: an, am
Baseword and suffix with the suffix-s

10. Fundations Scope and Sequence Level I
Plural nouns
Beginning composition skills
Glued sounds –ang –ing –ong –ung –ank –ink –onk –unk
Blending and reading words with -ng and _nk
Concept of syllable
Compound words
Syllable division rules for closed syllables
Long vowel sounds for vowel – consonant – e words

11. Q. Does Fundations meet the Requirements of Reading First?
A. Yes. The Florida Center for Reading Research, one of three federally funded Reading First technical centers, conducted an independent review of Fundations and its effectiveness. The analysis confirmed the alignment with reading research, that Fundations addresses each of the five components required by Reading First ( phonemic awareness, phonics, fluency and comprehension), and noted no weaknesses in the program.

12. Strengths of the Fundations Program
Meets the requirements of Reading First
Research based
Explicit, systematic and multisensory instruction
Carefully sequenced sound/symbol instruction-(ex. Commonly confuse letter sounds b-d, e-i, o-u, and g-j are introduced 2 weeks apart)
Addresses the Five Essential Components of Reading Instruction
*Phonemic Awareness
*Phonics
*Fluency
*Vocabulary
*Comprehension

13. Can be used to compliment a core reading program , not replace it
Instruction is appropriate for general education students
Instruction for the lowest 30th or “at risk” students can be given in small groups and provides a “double dose” of skill instruction and practice
Handwriting component
Sky line, plane line, grass line and worm line grids with illustrations
Lower case letter instruction before upper case letters
Lower case letters appear more frequently in text

14. Progress Monitoring Feature
Measures students’ response to instruction
Targets students’ with inadequate growth
Identifies areas that need improvement
Provides instructional modification when needed

15. Weaknesses Of Fundations
Volume of materials- manuals, books, journals, cards, DVD, may require the teacher to take a large amount of time becoming familiar with and mastering the program
Training is necessary for the teacher to be effective. More training is needed beyond the 3 day Applied Methods workshop. Training is expensive.
Key word sound/symbol cards have confusing pictures(ex- for the letter e a picture of a boy(ed), for the letter i a picture of a monkey itching for itch
Low I.Q. students or those with language processing difficulties may have problems learning the concepts

16. Too scripted Teachers cannot present the material word for word as recommended.

17. Resources www.wilsonfundations.com
Fundations Teacher’s Manual Levels K-1, Wilson Language Training Corporation