1. Why Wilson? The Wilson Reading System directly and systematically teaches students how to fluently and accurately decode. It is unlike traditional phonics programs in that instruction is interactive and multi-sensory. It also thoroughly teaches total word construction, not just phonics. Students learn to encode (spell) as they learn to decode.

2.  The ability to read and comprehend depends upon rapid and automatic recognition and decoding of words.  According to research, slow and inaccurate decoding are the best predictors of difficulties in reading comprehension.  The Wilson Reading System is based on the multisensory language techniques and principles first described by Dr. Samuel Ortin, Anna Gillingham, and Betsy Stillman.

3. Who Is This System Designed For?  The Wilson Reading System is designed for students who struggle with decoding and spelling. WRS directly teaches the English language. It is appropriate for students who have not internalized the sound and syllable system for reading and spelling.

4. This Program Will Greatly Benefit:  Students unable to decode accurately  slow, labored readers who lack fluency  may know words by sight  often guess at words  Students able to speak and understand English, but not read or write it.  Extremely poor spellers  Students unsuccessful with other reading programs or who still have gaps in their decoding and/or spelling.

5. Where to Begin  Pre-testing: The WADE should be administered to the student before the program is initiated. Standardized reading and spelling tests are also recommended.

6. WRS Lesson Components  Word Study:  Phonemic awareness  Decoding  Vocabulary  Single word accuracy/automaticity  Phrasing/prosody  Spelling:  Spelling  Proofreading  Vocabulary  Fluency/Comprehension:  Fluency  Vocabulary  Comprehension  Visualization  Oral language skills

7. Part 1- Sound Card Quick Drill Part 1- Sound Card Quick Drill  Do as a warm-up  Say letter and name sound  Always do vowels: letter-keyword-sound  Other sounds (be selective): letter-sound

8. Part 2- Teach and Review Concepts For Reading Part 2- Teach and Review Concepts For Reading  Make 3-4 review words.  Teach current words with card manipulation with 5-8 new words.  Include trouble spots from previous lessons.  Weave questions about word structure.

9. Part 3- Word Cards  Start with review cards from previous sub-steps to work towards automaticity.  Read high frequency words.

10. Part 4- Wordlist Reading  Wordlist practice:  Read words individually  Target trouble spots  Charting:  Chart students  Discuss errors  Use as an assessment to determine pacing.

11. Part 5- Sentence Reading  Students read sentences silently, then orally  Goal: Complete 5 sentences

12. Part 6- Quick Drill in Reverse  Teacher says sounds; students repeat.  Students point to magnetic tiles to answer.

13. Part 7- Teach & Review Concepts for Spelling  Teacher dictates word  Students repeat word  Students tap sounds  Students find letters  Students orally spell the word while tapping

14. Part 8- Written Work Dictation  Students work with dictation pages  Teacher dictates:  5 sounds  5 real words  5 nonsense words  1-2 sentences  Students repeat, answer, then write  Proofread sentences  Students read back and mark up

15. How to Mark Up Words Digraphs: Baseword/Suffix: shed dogs chin chips thick banks Glued/Welded: Blends: ring trip thank plan ham strap

16. Part 9- Controlled Text Passage Reading  Select a Wilson controlled passage  Students read silently  Students read orally and retell

17. Part 10- Listening Comprehension/Applied Skills  Set schema  Teacher reads enriched passage  Students retell

18. Additional Thoughts for Classroom Teachers & Parents  It is important for parents and teachers to understand that WRS students learn the English language step-by-step. Initially they may be unable to transition to non-controlled texts. As they progress in the program, more may be done independently by the students and they can begin reading non-controlled text.  Progress should be clearly evident on the WADE if the student is responding to the program.