TheWilson Reading System
Departmentof Exceptional Children
WHATIS WILSON READING?
TheWilson Reading System is a research-based reading and writing program.
Thebasic purpose of the Wilson Reading System is to teach students how to fluentlydecode and encode. In addition to presentation of information in controlledtext, Wilson Reading System also provides instruction on sight word reading,fluency, vocabulary development, oral expressive language and comprehension oftext.
Inorder to ensure interaction between teacher and student, the Wilson ReadingSystem utilizes activities which increase the amount of interaction between theteacher and student through direct and mulitsensory practice of thoseskills. Wilson Reading System utilizes aten-part lesson plan allowing the progression from easier to more challengingtasks for decoding and then spelling.
COMPONENTS OF THE PROGRAM
DIRECT – Studentsare taught skills in a systematic and direct manner through interactivelearning.
STRUCTURED- Wilson Reading System is a 12 Step decoding and encodingprogram designed to teach students to understand the system of the Englishlanguage.
CUMULATIVE- Each step in the program builds on the one before it.Students work from sounds to syllables, words to sentences, and paragraphs tostories, learning the structure of English through constant repetition andreview.
MULTISENSORY- In Wilson Reading, students learn by hearing sounds;manipulating color-coded sound, syllable and word cards; performing fingertapping exercises, writing down spoken words; reading aloud and repeating whatthey have read in their own words, and hearing others read as well.
Who is Wilson Reading Designed toHelp?
TheWilson Reading System is designed for students who have difficulty with the phoneticsor orthography of the English language thus making it a challenge to learn toread and spell without an explicit, systematic, and multisensory approach.
Theprogram will greatly benefit:
EVIDENCE OF EFFECTIVENESS
The following publications, studies andcitations reflect success of Wilson Reading System.
Bursuck, W., and Dickson, S. 1999.
Implementing a Model for Preventing Reading Failure: A Report From the Fieldin Learning Disabilities Research & Practice, 14(4), 191-202, LawrenceErlbaum Associates, Inc.
Mather, N. and Goldstein, S. 2001.
Learning Disabilities and Challenging Behaviors - A Guide to Interventionand Classroom Management. Baltimore, MD: Brookes Publishing Company.
Moats, Louisa C. 1998.
Reading, Spelling and Writing Disabilities in the Middle Grades in LearningAbout Learning Disabilities, Wong, B (ed.) Orlando FL; Academic Press.
O'Connor,J. and Wilson, B. 1995.
Effectiveness of the Wilson Reading System® used in Public School Training.In McIntyre, C., and Pickering, J. (eds) 1995. Clinical studies of MultisensoryStructured Language Education. Salem, OR: International Multisensory StructuredLanguage Education Council.
Shaywitz, Sally M.D. 2003.
Overcoming Dyslexia: The New and Complete Science-Based Program for ReadingProblems at Any Level. New York: Alfred A. Knopf.
Florida Center for Reading Research – Reports
The Florida Center for Reading Research (FCRR), directed by Joseph Torgesen,Ph.D., evaluates how reading curricula and materials align with current readingresearch. It is one of three national Reading First support centers.
The FCRR report about the Wilson Reading System can be found at:
STATE READING INITIATIVES
State Improvement Project
The purpose of the North Carolina State Improvement Project is to establishprogram support services to significantly improve the performance and successof students with disabilities in North Carolina. Wilson Reading System® is oneof four reading programs identified for implementation.
Alamance-Burlington School System
Department of ExceptionalChildren