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- abstract below
- a PowerPoint presentation is available on the conference CD.
For details of how to obtain the CD, please contact the BDA.

Exploring a Range of Literacy Solutions: Prevention-Intervention-Specialized Instruction with Wilson Fundations (tm) and Wilson Reading System(r)

Barbara Wilson

Director, Wilson Language Training, Newburyport, MA; USA coconnor@wilsonlanguage.com

Abstract

Phonological weakness is considered the single most prevalent cause of reading disability. A student who continues to struggle with these skills is at great risk for academic failure. The NRP*-conducted meta-analysis of research literature demonstrates that all students can benefit from structured phonics. Some students who have difficulty acquiring reading and spelling skills due to a difference in learning style require this teaching in order to succeed. Wilson Language Training offers the following structured language programs: Wilson Fundations(tm) for K-3 and Wilson Reading System(r). Both Wilson Fundations(tm) for K-3 and Wilson Reading System(r) teach decoding and encoding in a direct and cumulative manner so that the structure of the English language is mastered. Early, explicit instruction is the key to reading success, and prompt, on-going support and intervention strategies help maintain that goal. Wilson Fundations(tm) supports this goal by directly teaching decoding and encoding skills in a structured, cumulative approach to the general K-3 students to catch them before they fall. Additional Fundations(tm) instruction is available for at-risk and special education students in need of specialized instruction as a powerful preventative and intervention model to help reduce reading failure. The Wilson Reading System(r) specifically addresses the learning style of students with a language-based learning disability. The instruction has also proven highly successful with students who have been unable to learn decoding and encoding through traditional basal methods, whole language or other phonics programs. The WRS is appropriate for at-risk students and those in need of intensive instruction in grades three and beyond. The presentation will relate these instructional programs to reading research findings and describe effective Prevention, Intervention, and Intensive implementation models and strategies to help prevent and reduce reading failure.

Disclaimer: all the abstracts presented here have satisfied the academic committee as appropriate for presentation at an international conference. However, the material reflects the views of the authors, not necessarily those of the academic committee or the BDA. No endorsement of any approach, product or service is intended or implied.

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