Wilson reading system
The Wilson Reading System is a reading program designed for students in grades 2 through adulthood who have difficulty with decoding (reading) and encoding (spelling).
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[edit] Background
In 2002, Wilson Language Training developed and published Fundations, which is a supplemental reading program for K-3 students. In 2007, Wilson developed and published WILSON FluencyTM / Basic to help students become fluent and expressive readers. In 2009, another new component was introduced when Wilson Language Training published Just Words, which is for students in grades 4 to adult who do not have a language based learning disability, but do show gaps in decoding and spelling proficiency.
[edit] Program Components
Wilson Reading System can be used for one-to-one tutoring, and in small groups.
The program incorporates five elements:
- phonemic awareness
- direct instruction of word analysis, prosody and comprehension
- coordination of reading and spelling instruction
- intensive, cumulative instruction
- teaching for mastery
[edit] Criticism
The program has been criticized for both being ineffective[1] and serving only a small subset of a large population of students.[2] Other research has shown students can lose overall progress when a special education teacher focuses only on reading and neglects overall academic remediation.[3] Reading specialists and special educators, as well as some researchers have noted the lack of comprehension skills in the program.[4]
In a resource room, the program has been recognized as lacking important elements of comprehension, as well as wasting valuable time for general academic remediation and not suitable for many IEP goals.[5] Moreover, models of the system vary in their application among teachers, often causing an unenven approach to remediating a complex cognitive disability.[6][7]
A Johns Hopkins study reported evidence supporting the effectiveness of the program was "insufficient."[8]
The Orton-Gillingham system, with it's multi-sensory approach,[9] has been shown to produce better results in students with learning disabilities as well as English Language Learners.[10]
[edit] References
- ^ Reading instruction in the resource room: Set up for failure.SW Moody, S Vaughn, MT Hughes.Exceptional Children, 2000
- ^ Wilson, P., Martens, P., & Arya, P. (2005, April). Accountability for Reading and Readers: What the Numbers Don't Tell. The Reading Teacher, 58(7), 622–631. doi: 10.1598/RT.58.7.3
- ^ Reading instruction in the resource room: Set up for failure. Moody, Sally Watson; Vaughn, Sharon; Hughes, Marie Tejero; Fischer, Meryl Exceptional Children, Vol 66(3), Spr 2000, 305-316
- ^ The Teacher's Problems in a Differentiated Reading ProgramMC Wilson - Elementary English, 1997.
- ^ Broken Promises: Reading Instruction in the Resource Room.S Vaughn, SW Moody.Exceptional Children, 1998
- ^ Spear-Swerling, L. (2004). A Road Map for Understanding Reading Disability and Other Reading Problems: Origins, Prevention, and Intervention. In R.B. Ruddell, & N.J. Unrau (Eds.), Theoretical Models and Processes of Reading (pp. 517-573). Newark, DE: International Reading Association.
- ^ DYSLEXIA REVISITED: HISTORY, EDUCATIONAL PHILOSOPHY, AND CLINICAL ASSESSMENT APPLICATIONS.KJ Rooney - Intervention in School & Clinic, 1995
- ^ Slavin, R. E., Lake, C., Davis, S., & Madden, N. A. (2009). Effective Programs for Struggling Readers: A Best-Evidence Synthesis. Baltimore, MD: Johns Hopkins University School of Education’s Center for Data-Driven Reform in Education (CDDRE). Retrieved 1/12/10, from http://www.bestevidence.org.
- ^ Reading, writing and spelling: the multisensory structured language approach, BA Wilson - 1997 - International Dyslexia Association
- ^ Use of an orton-gillingham approach to teach a foreign language to dyslexic/learning-disabled students: Explicit teaching of phonology in a second language by: Richard Sparks, Leonore Ganschow, Silvia Kenneweg, Karen Mille Annals of Dyslexia, Vol. 41, No. 1. (1 January 1991), pp. 96-118. doi:10.1007/BF02648080 Key: citeulike:3251248
[edit] Further reading
- Nancy, Phd Mather; Mather, Nancy; Goldstein, Sam (2001). Learning disabilities and challenging behaviors: a guide to intervention and classroom management. Baltimore, MD: P.H. Brookes Pub. Co. ISBN 1-55766-500-1. OCLC 45276647.
- Moats, Louisa C. (1998). "Reading, spelling, and writing disabilities in the middle grades". In Bernice Y L Wong. Learning about learning disabilities. San Diego: Academic Press. ISBN 9780127625324. OCLC 39184135.
- O'Connor, J.; Wilson, B (1995). "Effectiveness of the Wilson Reading System used in Public School Training.". In Curtis W McIntyre and Joyce S Pickering. Clinical studies of multisensory structured language education for students with dyslexia and related disorders. Salem, OR: International Multisensory Structured Language Education Council. OCLC 36453050.
- Shaywitz, Sally E. (2004). Overcoming dyslexia: a new and complete science-based program for reading problems at any level. New York: Alfred A. Knopf. ISBN 0-375-40012-5. OCLC 50802698.
- Wilson, Barbara A. (1998). "Matching student needs to instruction : teaching reading and spelling using the Wilson Reading System". In Susan Ann Vogel and Stephen M Reder. Learning disabilities, literacy, and adult education. Baltimore: P.H. Brookes Pub. Co. ISBN 9781557663474. OCLC 39069274.
- Helaine, Schupack; Wilson, Barbara A (1997). Reading, writing and spelling : the multisensory structured language approach. Baltimore, Md: International Dyslexia Association,. ISBN 9780892140138. OCLC 40476264.
[edit] See also
[edit] External links
- WILSON READING SYSTEM
- "www.fcrr.org" (pdf). Wilson Reading System. http://www.fcrr.org/fcrrreports/pdf/wilson.pdf.
- Wilson Language Website
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