1. 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
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2. What can you do to support children who…
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What can you do to support children who…
Read laboriously
Can’t decode
Don’t enjoy reading

3. Wilson Reading Intervention
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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

4. 11/8/2018
Research shows…
Children who read in braille benefit from CONSISTENT, STRUCTURED, and EXPLICIT INSTRUCTION

5. 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

6. 11/8/2018
Let’s Investigate!
Is the Wilson Reading System an effective intervention with children who were below grade level in reading braille?

7. General Research Structure
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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

8. Recruitment 3 day training was webcasted –
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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.

9. Workshop Participants
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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

10. Research Participants
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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

11. Participants Description (n = 8)
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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

12. Reading Skills Measured
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Reading Skills Measured
Phonemic Awareness – DIBELS
Phonics – DIBELS
Reading Fluency – DIBELS, Johns
Vocabulary – DIBELS
Reading Comprehension – DIBELS, Johns

13. Did the students show improvement?
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Did the students show improvement?

14. Phonemic Awareness & Phonics
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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)

15. Phonemic Awareness & Phonics
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Phonemic Awareness & Phonics

16. Reading Fluency: WPM on the Johns
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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

17. Reading MISCUES on Continuous Text Passages
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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

18. 11/8/2018
Reading Fluency

19. Comprehension: John’s
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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

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Comprehension

21. Vocabulary
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22. Is the Wilson an effective program?
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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

23. Wilson Reading Materials
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Wilson Reading Materials

24. 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

25. 11/8/2018
Questions?