Wilson Reading System
Overview
Focus
Specific Skills
- Comprehension
- Fluency
- Phonics
Program Length
One full lesson consistes of all 3 Blocks of instruction (20-30 minutes per Block); minimum of two complete lessons per week
Program Description
WRS supports college- and career-readiness standards by providing students who have a language-based learning disability with the foundational and language skills that are necessary to access grade-level text. This comprehensive program can follow students from grade to grade, as needed. The principles of instruction have been identified by research as effective teaching principles found to increase student achievement. WRS also aligns with the International Dyslexia Association’s (IDA) guidelines for working with students with dyslexia (IDA, 2008). Success is achieved through greater intensity, duration, and smaller group sizes.
Visit Program WebsiteCost
$350.00 for Introductory Set (Steps 1-6)
More Pricing DetailsDemographics & Delivery
Intended Population
- Intensified intervention
Grade
- Elementary School
- Middle School
- High School
Intended Group Size
- Any
ELL/DLL
- Unspecified
Multisensory Applications
- Yes
Computer-Based Delivery
- None
Scripted
- None
Program Specifics
Comprehensive or Skill Specific
- Comprehensive
Placement Tests
- Yes
Accelerated Learning
- No
Assessment to Monitor Skills Mastery
- Yes
Error Correction Built In
- Yes
Fidelity Measures Provided by Publisher
- Unspecified
Research & Evaluation
Research Summary
The NeMTSS review of the literature indicated generally positive effects for word attack and phonemic decoding skills. Used with children with disabilities, one study indicated substantial growth in reading comprehension skills, word attack skills, and ability to accurately read simple sentences. In another study, students with disabilities made significant gains in oral reading fluency and comprehension. The WWC report on the Wilson Reading System found the program to have potentially positive effects on alphabetics and no discernible effects on fluency and comprehension.
Study Citations
Duff, David & Stebbins, Molly & Stormont, Melissa & Lembke, Erica & Wilson, David. (2015). Using curriculum-based measurement data to monitor the effectiveness of the Wilson Reading System for students with disabilities: An exploratory study. International Journal on Disability and Human Development. 15. 10.1515/ijdhd-2015-0007.
Stebbins, M. S., Stormont, M., Lembke, E. S., Wilson, D. J., Clippard, D. (2012). Monitoring the effectiveness of the Wilson Reading System for students with disabilities: One district's example. Exceptionality, 20(1), 58-70.
Torgesen, J., Myers, D., Schirm, A., Stuart, E., Vartivarian, S., Mansfield, W., et al. (2006). National assessment of Title I interim report—Volume II: Closing the reading gap: First year findings from a randomized trial of four reading interventions for striving readers. Retrieved from Institute of Education Sciences, U.S. Department of Education.
What Works Clearinghouse (WWC) Report
- Mixed effects
Evidence Base (ESSA)
- Strong
Evidence-Based Practice (EBP)
- Promising practice