1. OVERVIEW
The WRS is based on the Orton-Gillingham philosophy and principles of phonological coding research. It is one of many programs that utilize a multisensory phonetic awareness approach. The WRS was originally written for adults with dyslexia. It directly and systematically teaches students how to fluently and accurately decode. The program is interactive and multisensory (terms that can be used when writing IEPs). Students learn to encode (spell) and decode. Since its first publication in 1988 the system has been expanded to meet the needs of the youngest learners. In the YCSD it is utilized by SPED teachers who have received special training and certification in using the materials and approaches designed by Barbara Wilson. Experts in the field of dyslexia see the WRS as a system built on “scientifically based research”. It is appropriate for students who have not internalized the sound syllable system for reading and spelling. WRS addresses the following areas:
- Phonemic segmentation
- Alphabetic principle-sound/symbol relationships
- Decoding
- Encoding (spelling)
- Advanced word analysis
- Vocabulary development
- Sight word instruction
- Fluency
- Comprehension through visualization and metacognition
2. BENEFITS OF THE WRS
The program will benefit the following students:
- students with dyslexia
- students unable to decode accurately
- slow labored readers who lack fluency
- students who may know many words by sight, but have difficulty reading new words
- students who often guess at words
- students who may be able to speak and understand English, but not read or write it (LEP students)
- poor spellers
- students unsuccessful with other reading programs or who may have gaps in their decoding and/or spelling. It is always appropriate to first use the reading approaches adopted by the YCSD reading department.
3. PLACEMENT
In determining which students should receive WRS instruction, the Special Education teacher should consider a number of researched based assessments. Through the eligibility process students may have already been assessed with the Brigance or
WIAT-II. The Word Analysis Survey subtest of the Brigance and the Word Reading and Pseudoword Decoding subtest of the WIAT-II yield information that indicate decoding deficits. YCSD Reading Specialists have also been trained to administer the Comprehensive Test of Phonological Reading (CTOPP) which can give additional information on reading weaknesses. If a service coordinator feels this information is necessary, they should work with their building administrator and Reading Specialist to request this assessment. A review of interventions and past reading progress should be considered when determining the need for a multisensory phonetic awareness reading approach such as the WRS.
4. IMPLEMENTATION OF THE WRS
Once a service coordinator has determined that a student is in need of a multisensory phonetic awareness reading approach such as the WRS, they should identify the staff in their building trained in this approach. That staff member will begin the program by pre-testing the student using the Wilson Assessment of Decoding and Encoding (WADE). This will accurately determine at what Substep a student should start. It is essential that each Substep be mastered before students proceed to the next level. The student must become automatic in the use of sounds and phoneme segmentation before they move on. At the end of each school year the instructor should re-assess the student using the WADE as a posttest to document progress or lack of progress with the WRS.
5. INSTRUCTION
The instructional format is determined by the needs of the students. There are several ways to instruct students using the WRS.
- Small group instruction with students at the same Substep
- Small group instruction with students at varying Substeps
- Individual or small group pull out
- Instruction in the general education classroom using an inclusive model
5. SCHEDULING
The following are recommendations listed in the WRS Instructor Manual:
- When working 1:1, schedule a minimum of two lessons per week for approximately 45-50 minutes.
- When working with small groups, three days a week is suggested. These lessons generally take 20-30 minutes.
6. WHEN TO EXIT WILSON
Instruction in the WRS is broken into 12 distinct sequential Steps. Steps are then divided into Substeps. Steps 1-6 establish a very firm base for decoding and encoding. Generalization to non-controlled text should begin after Step 6. At this point, the instructor must determine if it is appropriate for a student to continue with the formal WRS lessons. Many students become independent readers after completion of Step 6 and can benefit from more traditional types of reading programs.
7. RESOURCES
http://.www.wilsonlanguage.com/
http://www.wilsonlanguage.com/PDF/Evidence_Oconner_Wilson.pdf
http://ldonline.org/article/6332
http://www.dyslexiacenter.org/ar/000034.shtml
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