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Wilson Reading System -Barbara A. Wilson Collingwood MS Key 2008/09 Presented by: Charlie MacDowall

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 structure

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Wilson Reading System -Barbara A. Wilson Collingwood MS Key 2008/09 Presented by: Charlie MacDowall

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  1. Wilson Reading System-Barbara A. WilsonCollingwood MS Key 2008/09Presented by: Charlie MacDowall

  2. Wilson Reading System • Originally written for adults with dyslexia • Appropriate for students who have not internalized sounds and word structure • Interactive, multisensory (based on OG principles) • Teaches decoding and encoding

  3. Struggling readers: Need to be directly taught Multisensory Must learn sound/symbol relationship, syllable types and spelling rules Need to experience success! Stay positive! WRS will benefit students who: have difficulty decoding accurately Slow, lack fluency Nonsense words/syllables Guess at words Poor spellers Gaps in decoding/spelling

  4. 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

  5. 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.

  6. Lessons • Lesson plan outlines (appendix) • Lesson has 10 parts • Reading and spelling (parts 1-10) • Mainly spelling (parts 1,2,6,7,8) • A level: elementary students, ESL, limited vocab. • B level: older students, larger vocab.*

  7. 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.) approx. 45 min. • Parts 9-10: Reading Comprehension • Passage reading • Listening comprehension/applied skills

  8. 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

  9. 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 • WADE: • 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

  10. 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)

  11. Characteristics of Effective Intervention for Struggling MS Students • 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 areas-transfer • 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 instruction

  12. What should our overall reading intervention program look like? • Wilson and OG facilitate, but not the only component. • 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

  13. 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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