Wilson Reading Intervention Jeanette Wicker Cheryl Kamei-Hannan Jane Erin Rosa Tu Erika Priser Lisa Okikawa Description of the materials – Training – Lisa can talk about what it was like to go through the training Study – purpose, recruitment, data collection (Rosa), results Results – Cheryl can talk about the results in broad skill categories (2 slides = definition/tests and results; interpretive summary) 1. phonetic principles (phonemic awareness/phonic) – NWF, JOHNS word lists 2. Fluency – DORF, JOHNS reading rate 3. Vocabulary – WUF 4. Comprehension - Retell A final interpretive slide giving the summary of all students Erika – results with one particular case study, child with TBI Cheryl - Challenges/limitations and next steps 11/8/2018

What can you do to support children who… 11/8/2018 What can you do to support children who… Read laboriously Can’t decode Don’t enjoy reading

Wilson Reading Intervention 11/8/2018 Wilson Reading Intervention A reading intervention created originally for adults and adapted into LP and BRL A level for younger readers and B level for older readers) Phonics based program with an emphasis on encoding and decoding Systematic introduction to syllable types in 12 steps 60-90 minute daily lessons

11/8/2018 Research shows… Children who read in braille benefit from CONSISTENT, STRUCTURED, and EXPLICIT INSTRUCTION

11/8/2018 Structured Lesson Plan Format: Explicit Instruction in Encoding and Decoding Introduction of letter/syllable type Sound cards and magnetic tiles Word Lists, Sentences, Passages Spelling & Dictation Listening comprehension Instruction must be provided on a CONSISTENT basis

11/8/2018 Let’s Investigate! Is the Wilson Reading System an effective intervention with children who were below grade level in reading braille?

General Research Structure 11/8/2018 Recruit Participants Provide Training on Wilson Reading System Identify Teacher/Student pairs Pre-test students Obtain 4 Weeks of Baseline Data Provide 16 Weeks of Instruction Post-test students

Recruitment 3 day training was webcasted – 11/8/2018 Recruitment 3 day training was webcasted – First Training from Studio 1 TVI who had a student that met criteria below were asked to participate: Be between the ages of 7-22, Be enrolled in a public education agency (specialized school for the blind or public school), Read braille as a primary reading medium, and Receive braille reading instruction by a qualified TVI for a minimum of one-hour per day and maximum of two-hours per day, for at least 4 days a week.

Workshop Participants 11/8/2018 Workshop Participants 30 teachers participated in the workshop 6 teachers taught at specialized schools for the blind 2 teachers taught in a resource room 22 teachers taught in an itinerant setting

Research Participants 11/8/2018 Research Participants 12 teachers committed to the study, of whom 2 teachers had 2 students, totaling 14 students in all Students were reading at either 1st, 2nd or 3rd grade level according to teaching report

Participants Description (n = 8) 11/8/2018 Participants Description (n = 8) 3 students reading at first grade level at the start of the study 3 students reading at a second grade level at the start of the study 1 student reading at a third grade level at the start of the study 1 student reading at a pre-primer grade level who also had TBI Several teacher/student dyads withdrew from the study

Reading Skills Measured 11/8/2018 Reading Skills Measured Phonemic Awareness – DIBELS Phonics – DIBELS Reading Fluency – DIBELS, Johns Vocabulary – DIBELS Reading Comprehension – DIBELS, Johns

Did the students show improvement? 11/8/2018 Did the students show improvement?

Phonemic Awareness & Phonics 11/8/2018 Phonemic Awareness & Phonics JOHNS - 13% improvement on the number of words recognized correctly, pre/post test JOHNS – on pre/post test comparisons: 2 of 5 children tested three levels above, 2 of 5 children tested two levels above, and one child tested at the same level JOHNS - 13% improvement on the number of words recognized correctly, pre/post test (using comparative word lists; about 3 items on a 20 item test); about 1 instructional level on (e.g. independent, independent/instructional, instructional, instructional/frustration, frustration) JOHNS – on pre/post test comparisons: 2 of 5 children tested three levels above, 2 of 5 children tested two levels above, and one child tested at the same level (3rd grade reader)

Phonemic Awareness & Phonics 11/8/2018 Phonemic Awareness & Phonics

Reading Fluency: WPM on the Johns 11/8/2018 Reading Fluency: WPM on the Johns Student Pre WPM (level) Post Change WPM 102 41 (P) 35 (1) 63 (P) 74 (1) AVG +30.5 WPM 103 16 (PP2) 33 (PP2) +17WPM 201 N/A 51 (1) 53 (2) 54 (3) 30 (4) (47 WPM) 301 20.6 (5) 19 (6) 22 (5) 25 (6) +3.5 WPM

Reading MISCUES on Continuous Text Passages 11/8/2018 Reading MISCUES on Continuous Text Passages Student Grade Miscues Pre Miscues Post Change 101 PP2 5 1 +4 102 P 4 +3 10 +10 103 21 +21 201 18 +13 301 2 -2 6 13 +11

11/8/2018 Reading Fluency

Comprehension: John’s 11/8/2018 Comprehension: John’s Children reading at higher levels had growth in reading comprehension and children reading at lower levels showed no growth Student Level Change 301 -1 (ID/IDS) +4 (F/ID) 201 +1 (IDS/ID) 102 0 (ID/ID) 103

11/8/2018 Comprehension

Vocabulary 11/8/2018

Is the Wilson an effective program? 11/8/2018 Is the Wilson an effective program? Yes – Improvements in several reading skills Yes – examination of specific phonetic skills However, It requires regular and consistent instruction It requires frequent progress monitoring to show growth Growth in skill areas vary from one child to another

Wilson Reading Materials 11/8/2018 Wilson Reading Materials

APH Adapted Wilson Materials Modified Braille workbooks Braille/Large Print magnetic tiles Braille/Large Print sound, word, and syllable cards Supplemental Braille worksheets WADE student sheets in Braille

11/8/2018 Questions?