Wilson Reading Refresher

Wilson Reading Refresher

Five Essential Components of Reading

Phonemic Awareness

Phonics andWord Study

Vocabulary

Fluency

Comprehension

Reading is a Multifaceted Skill

Skilled ReadingFluent execution and coordination of word recognition and text

comprehension

Language KnowledgeBackground KnowledgeVocabulary KnowledgeLanguage Structures

Verbal ReasoningLiteracy Knowledge

Word RecognitionPhonemic Awareness

Decoding (and Spelling)Sight Recognition

Increasingly strategic

Increasingly automatic

The Wilson Reading System● Direct, systematic instruction● Teaches how to fluently and accurately

read● Interactive and multisensory● Teaches students to encode (spell) as they learn to decode (read)

http://www.state.nj.us/education/specialed/dyslexia/NJDyslexiaHandbook.pdf

Pre/Post Test Instrument: Wilson Assessment for Decoding and Encoding (WADE)

● Administered prior to instruction in the Wilson Reading System● Used for pre and post testing purposes yearly as well as

placement and pacing guide for the Wilson Reading System● Skills measured in the WADE include:

○ Sounds○ Real Word Reading○ Nonsense Word Reading○ Spelling○ Sight Word - Reading and Spelling

WADE TIME!

● Find a partner● Take turns administering the WADE● Review the Data

Pretesting for Placement in GroupsThere are only two substeps to begin the Wilson Reading System: 1.1 or 1.3

Substep 1.1:

● Students unable to write/form letters● Non-readers● Readers at or below a Grade 1 reading level● Students who read three or less words on List 1 of the WADE

Substep 1.3 - slow pacing:

● Students reading at a Grade 2 or Grade 3 level on other reading assessments (DRA)● Students who successfully decode four or more words on List 1 of the WADE test but have

difficulty beyond List 1● Students who read most or all words on Lists 1 and 2 but have difficulty after that

Substep 1.3 - faster pacing:

● Higher level students with gaps in their single word decoding as evidenced on the WADE● Students who can decode real words but have difficulty decoding the nonsense words

Progression and Pacing● Each step has several substeps● Starting Point Determined by WADE Pre-testing● Slowest Track begins with Substep 1.1● All others start at Substep 1.3● Student Progress Monitoring/Progress Record Sheet

Which Plan Are You Planning? Consider the Focus of Your Lesson:

Introduction → Accuracy → Fluency

Plan from the Program: Planning Resource:

● Instructor’s Manual● Student Reader● Rules Notebook● Dictation Book

Wilson Lesson PlanEmphasis on Decoding (Word Study: Activities 1-5)● Sound Cards● Teach / Review Concepts for Reading● Word Cards● Wordlist Reading (Formative Assessment)● Sentence Reading

Emphasis on Encoding (Spelling: Activities 6-8)● Quick Drill in Reverse● Teach / Review Concepts for Spelling● Written Work/Dictation (Formative Assessment)

Reading Comprehension (Activities 9-10)● Passage Reading● Listening Comprehension / Applied Skills

PosttestingStudents must pass a posttest before moving on to the next step. In addition to passing the test, the student should be fluently reading the substep sentences and stories.

WRS Step Posttesting Lesson Plan should be used

Posttest for Reading (last 2 pages of Student Readers)

■ Chart Real Words■ Chart Nonsense Words

Posttest for Concepts

Posttest for Spelling (use Dictation Book to plan)

Student Rules Notebook/Binder● Student Rules Notebook

○ Sounds○ Syllables○ Spelling RUles○ High-Frequency Word Dictionary (ABC order)○ Vocabulary Dictionary (ABC order)

● Sentence Proofreading Checklist● Dictation Page

○ Most current on top

● Wordlist Charting○ Most current on top

● Post Test for Each Step● WADE Assessment Pre/Post

Resources● WRS Program Fidelity Checklist: Group Instruction● Lesson Plan Procedures● WRS Wordlist Chart● WRS Group Lesson Plan● WRS Student Dictation Page● Dictation Cheat Sheet ● WRS Principal Walkthrough for Small Group Instruction● WADE w/ instructions● Scope and Sequence● Student Notebook

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