Students are paced through the curriculum based on mastery of skills, understanding of language concepts, and the ability to apply skills and concepts to connected text with accuracy, fluency, and understanding. Along the way, they learn how to achieve and to monitor their own decoding accuracy and comprehension using a gradual release of responsibility model. Learn more about how the Wilson Reading System addresses the following components of reading:.
Word structure for both reading decoding and spelling encoding is taught simultaneously to reinforce learning. Phoneme segmentation, the ability to pull apart the sounds in a given word, is a critical phonemic awareness skill for reading and spelling success.
WRS presents an explicit and systematic study of the English sound system in a clearly defined sequence that is distributed and cumulative. Teaching students more detail about word structure helps them to accurately apply the sounds in longer words. Syllable patterns are an important part of that instruction because a vowel sound is regulated by the syllable type. Also, spelling instruction that emphasizes syllable types assists older students with word-analysis skills. The following six syllable patterns are taught gradually, showing students how to visually recognize the type of syllable.
WRS presents a morphologically based study of English that provides extensive knowledge about decoding, spelling, and the meaning of words through the study of word elements. Students are introduced gradually to word elements through step-by-step, sequential instruction as with all aspects of the program to build a strong understanding of the written system of English without overwhelming them with rules. Common word elements are taught which provides a basis to understand how word elements combine to form many longer words in English.
WRS explicitly teaches total word structure, not just phonics. Students move from a phonological sound focus to more of an orthographical visual focus. They also cumulatively learn to process words more quickly by using the patterns of syllables, word elements, and orthographic rules involving base words and affixes.
Each orthographic rule is taught and thoroughly practiced through the manipulation of Letter-Sound Cards, Word Element Cards prefixes, base elements, suffixes , and Syllable Cards. Multiple opportunities are provided to read words in isolation and within connected text and to spell those words in isolation and in dictated sentences.
High frequency words are words that appear most often in written text. In each of the 12 Steps of the program, there are high frequency words that are taught to be recognized quickly and easily if they are not yet mastered.
Many high frequency words are irregular words that have one or more parts that do not follow the expected spelling patterns of English. Students are taught to break down and blend word sounds by tapping out each sound with their fingers and thumb. WRS reading materials are age-appropriate. The older students get, the more advanced the vocabulary becomes.
Reading passages get longer. The subject matter is also in line with the interests of older kids. WRS is widely used in both public and private schools. It can be part of response to intervention or used in special education reading classrooms.
Many private reading tutors also use it with their students. Wilson offers a training and certification program. Wilson is used to help students second grade and up and adults with dyslexia and other reading issues. A large part of the program is geared toward middle-schoolers and high-schoolers. Student Focus. Lesson Length. One full lesson consists of all 3 Blocks of instruction approximately 30 minutes to complete each Block ; minimum of two complete lessons per week. Group Size.
Special education classroom, resource room, literacy center, adult education. Teaching reading and functional writing to adults with learning disabilities—Basic level. This two-hour video is the first of two PBS satellite events taking an integrated approach to teaching reading and writing to adults with learning disabilities. Results indicated that there was improvement across all Woodcock Reading Mastery subtests.
Word Attack subtests yielded an point average improvement in age-referenced standards scores. WRS students showed a 5. In addition, the program was found to be effective in urban schools, and older students were shown to have benefited from WRS intervention as much as younger students. Pre-intervention and post-intervention test data is compiled in association with school district implementation. The pre-post test data has consistently demonstrated student improvement in all areas of reading on standardized test measures.
International Journal on Disability and Human Development, 15 1 , The study examined 51 students with disabilities in grades Spelling improvement by college students who are dyslexic. Annals of Dyslexia, 43, Altering cortical connectivity: Remediation-induced changes in the white matter of poor readers.
Neuron , 64 , Keller and Marcel Adam Just examined whether hours of intensive remedial instruction affected the cerebral white matter of 8- to year-old poor readers. The instruction resulted in significantly increased fractional anisotropy FA in the cerebral white matter.
The FA increase was also correlated with improvement in phonological decoding ability. Modifying the brain activation of poor readers during sentence comprehension with extended remedial instruction: A longitudinal study of neuroplasticity.
Neuropsychologia , 46 , The study found that, with remedial instruction, the brain of a poor reader can be permanently rewired to function similarly to the brain of a good reader. Exceptionality: A Special Education Journal , 20 1 , Prior to receiving WRS, these students had failed to demonstrate gains in reading skills in response to a balanced literacy program. This group of students received WRS instruction in addition to their balanced literacy program. During the two years they received WRS, growth in decoding, reading fluency, and reading comprehension was monitored, and appropriate and statistically significant gains in these areas were found.
The school district concluded that WRS is appropriate for meeting the needs of students with an educational disability and who require special reading instruction. National assessment of Title I, Interim report. Department of Education. In order to test a specific hypothesis about the impact of word-level instruction, researchers requested that the comprehension and vocabulary components of the WRS program be excluded. Therefore, WRS instruction in the study focused on word-level skills only, and WRS students in the study showed a significant impact in this domain.
Further explanation from the researchers about the partial implementation of WRS can be found in the Interventions section of the online report.
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