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Dive Into Wilson Reading

Dive Into Wilson Reading. A Peers Action Research Group August, 2004. Group Participants. Deb Paputsakis, facilitator Nancy Wallace Sam Clippinger Sandy Mohley Tracy Gunderman. Project Description.

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Dive Into Wilson Reading

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  1. Dive Into Wilson Reading A Peers Action Research Group August, 2004

  2. Group Participants • Deb Paputsakis, facilitator • Nancy Wallace • Sam Clippinger • Sandy Mohley • Tracy Gunderman

  3. Project Description • We are all eager to learn about our new reading series, Wilson Reading. There are over 71/2 hours of videotapes to watch. We would also like to review all of our classroom materials for Wilson Reading, and discuss how we will implement the program this fall in our classrooms.

  4. Data • Our special education students reading scores need to improve, as data from proficiency tests, Dibels scores, and classroom assessments show. This year we will have two new and different programs to use. They are Wilson Reading and ReadWell. We would like to research these and see how we can use them to improve student scores in reading.

  5. Project Outcome • As a result of this project, we hope that the reading scores of our special education students will improve. We will use assessment throughout the year to monitor and measure the progress of our students.

  6. Peer Group Resources • Videotapes on Wilson Reading • Classroom Materials • Group Interaction and Discussion

  7. Day 1, 9a.m.-3p.m. • The first day was spent watching videos 1,2,3, and 3. The total video time was 4 hours and 15 minutes. The names of the videos were: • Introduction to the 10 critical points • Ten Critical Points • Ten Critical Points, Tape 2 • Introduction to the Lesson Plan

  8. Ten Critical Points • Teach sounds – they must become automatic • Teach total word structure – not just sounds • Syllable markings • Present structure of the English language in a logical sequence • Use very direct, explicit teaching of concepts

  9. Ten Critical Concepts • Teach concepts with V-A-K-T methodology • Teach phoneme and syllable segmentation • Build in constant repetition weaving past and present • Use questioning techniques throughout lesson • Use diagnostic teaching procedures with each lesson (within text presentation).

  10. Student Notebook • Sound • Syllables • Spelling Rules • Sight Word Dictionary • Vocabulary

  11. Teacher Planbook • System Overview (Scope and Sequence) • Word Lists • Lesson Plans

  12. Day 2, 9a.m.-3p.m.10 Parts of a Lesson Plan • Sound cards quick drill • Teach and review concepts for reading • Wordcards • Word List Reading • Sentence Reading • Quick Drill (in reverse) • Teach and review concepts for spelling • Written word dictation: Sounds, Words, Sentences • Controlled Passage Reading • Listening Comprehension

  13. What Do We Teach? • Wilson Reading • ReadWell Reading • Orchard Reading (computer) • Regular Basal Reading Series • PlatoWeb Reading (computer) • Intensive Phonics • Reading A-Z • ??????????????????????????????

  14. Discussion • We discussed the pros and cons of each reading program. We also found out that the Wilson Reading Program is not meant for students in the 50, 60, or low 70 IQ’s. At the elementary level we felt it might be best to go through ReadWell first, and then move them into Wilson Reading after mastery of Read Well. Reading A-Z books, PlatoReading, Orchard Reading, and Intensive Phonics could be used to supplement these programs.

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