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Wilson Reading System
-Barbara A. Wilson
Collingwood MS Key 2008/09
Presented by: Charlie MacDowall
Wilson Reading System
• Originally written for
adults with dyslexia
• Appropriate for students
who have not internalized
sounds and word
• Interactive, multisensory
(based on OG principles)
• Teaches decoding and
Struggling readers:
WRS will benefit students
• Need to be directly taught • have difficulty decoding
• Multisensory
– Slow, lack fluency
• Must learn sound/symbol
relationship, syllable
types and spelling rules
• Need to experience
– Stay positive!
– Nonsense words/syllables
– Guess at words
• Poor spellers
• Gaps in decoding/spelling
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
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.
• Lesson plan outlines
• Lesson has 10 parts
– Reading and spelling
(parts 1-10)
– Mainly spelling (parts
• A level: elementary
students, ESL, limited
• B level: older students,
larger vocab.*
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.)
• Parts 9-10: Reading Comprehension
– Passage reading
– Listening comprehension/applied skills
approx. 45 min.
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
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
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
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)
Characteristics of Effective Intervention for Struggling MS
• 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
• 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
What should our overall reading
intervention program look like?
• Wilson and OG facilitate, but not the only
– 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
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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