1 Wilson Reading System “What is Intervention”

2 The Gift of Learning to Read When we teach a child to read we change her life’s trajectory

3 What Do We Need to Do to Make Sure We Change Reading Outcomes? We need to focus on the 5 Components or Big Ideas of early literacy: Phonemic Awareness Phonics or Alphabetic Principle Accuracy and Fluency with Connected Text Vocabulary Comprehension

4 Neural Architecture for Reading Shaywitz, S.E. (1996). Dyslexia, Scientific American, 275, (5)

5 Four Processing Systems Page 24 Context Processor Orthographic Processor Phonological Processor Meaning Processor writing outputspeech outputreading input speech sound system letter memory Phonemic Awareness Fluency Phonics Concept & Information; Sentence Context; Text Structure Vocabulary

6 Working Memory and Automaticity Processing Task Less Fluent ReaderMore Fluent Reader Working Memory

7 Big Ideas Drive the Train Letter Name Fluency (LNF): Risk Indicator ISF Phonemic Awareness Phonemic Awareness Fluency PSF NWF Phonics (Alphabetic Principle) ORF RTF Compre- hension WUF Vocabulary

8 Intervention is… Aggressive Instruction Instruction for Acceleration Uses a researched based scope-and-sequenced curriculum

9 Intervention is… Focused instruction which is based on: A student’s response to instruction As measured by assessment data (the assessment can be formal or informal)

10 What does intervention look like? Intervention is not a mini-comprehensive reading lesson: Intervention: Gives time for extra opportunities for mastery of concepts and skills Group size is smaller Focused on one or two areas of instruction

11 Effective Intervention Design Intervention

12 Time, Intensity and Instruction Time: How much time? Intensity: How many students in a group? Instruction: What will be the focus of instruction?

13 Step 4. Implement Instructional Support What is an Intervention Cycle? Step 3. Plan Instructional Support Step 5. Evaluate Support Step 2. Form Groups Step 1. Identify Students Step 6. Modify Support

14 What is Wilson Reading System? STRONG TRACK RECORD Been around for 15+ years, recognized internationally, strong research base DIRECT concepts that govern the structure of written English. Students learn through straightforward, interactive learning, addressing head-on the STRUCTURED The 12 Steps of the Wilson Reading System guide the student through the pitfalls of decoding and encoding, teaching them to trust the English language as a reliable system from the start. CUMULATIVE Each step builds on the one before it. Students work from sounds to syllables, words to sentences, and paragraphs to stories, learning the structure of English through constant repetition and review.

15 What is Wilson Reading System? MULTISENSORY Lessons are interactive in nature and are designed to fully engage students in the task at hand. Students learn by hearing sounds; manipulating color-coded sound; syllable and word cards; performing finger tapping exercises, writing down spoken words; reading aloud and repeating what they have read in their own words, and hearing others read as well. All skills and knowledge are reinforced through visual, auditory, kinesthetic and tactile senses. INTEGRATED The Wilson Reading System is organized around the six syllable types found in English; sounds are taught only as they relate to the syllable being studied. Lessons cover only those concepts being taught, with prior lessons being reinforced. Similarly, all Wilson materials and texts are phonetically controlled containing word lists, sentences, and paragraphs that incorporate only the elements of word structure taught in or up to the corresponding lesson.

16 The Principles of the Wilson Reading System Teach sounds to automaticity Teach total word structure – not just sounds Present concepts within context of controlled, written text Present the structure of language in a systematic, cumulative manner

17 The Principles of the Wilson Reading System Teach/reinforce concepts with visual- auditory-kinesthetic-tactile methods Teach phonemic and syllabic segmentation Include constant review and repetition Use questioning techniques for re-enforcement and student error correction

18 What is the ideal conditions for delivering this intervention? Secondary (MS/HS) In a small group (10-15 students) At least 90 minutes per day (5x/week) Consistent and frequent progress monitoring of student progress …providing adequate data to adjust instructional intensity

19 Wilson Research Evidence of Effectiveness Study 220 Students in grade 3-12 History of reading & spelling difficulties Had participate in previous pull-out programs, with little or no success 48% for 1/3/ of day, 26% for ¾ of day, and 18% for entire day. 35% had been retained at least once Most had been in special ed for years O’Conner, J. & Wilson, B Effectiveness of the Wilson Reading system used in Public School Training. International Multisensory Structured Language Education Council.

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23 Major Findings This study showed… Wilson pull-out was successful with students even if previous pull-out programs were not Student growth was statistically significant and substantial One year can make a significant difference Teachers reported gains in student confidence and self-esteem

24 Final conclusions… “Schools with full inclusion programs are not addressing the needs of students who can not read. The majority of learning disabled students can develop reading and spelling skills if taught systematically…the current trend toward placing special education students in modified regular education settings without specific remedial instruction should be questioned.”

25 Let’s take a look at the different components of the Wilson curriculum and materials Video Clip