Dive Into Wilson Dive Into Wilson ReadingReading

A Peers Action Research GroupA Peers Action Research Group

August, 2004August, 2004

Group ParticipantsGroup Participants

Deb Paputsakis, facilitatorDeb Paputsakis, facilitator Nancy WallaceNancy Wallace Sam ClippingerSam Clippinger Sandy MohleySandy Mohley Tracy GundermanTracy Gunderman

Project DescriptionProject Description

We are all eager to learn about our new We are all eager to learn about our new reading series, Wilson Reading. There are reading series, Wilson Reading. There are over 71/2 hours of videotapes to watch. over 71/2 hours of videotapes to watch. We would also like to review all of our We would also like to review all of our classroom materials for Wilson Reading, classroom materials for Wilson Reading, and discuss how we will implement the and discuss how we will implement the program this fall in our classrooms.program this fall in our classrooms.

DataData

Our special education students reading Our special education students reading scores need to improve, as data from scores need to improve, as data from proficiency tests, Dibels scores, and proficiency tests, Dibels scores, and classroom assessments show. This year classroom assessments show. This year we will have two new and different we will have two new and different programs to use. They are Wilson programs to use. They are Wilson Reading and ReadWell. We would like to Reading and ReadWell. We would like to research these and see how we can use research these and see how we can use them to improve student scores in reading.them to improve student scores in reading.

Project OutcomeProject Outcome

As a result of this project, we hope that the As a result of this project, we hope that the reading scores of our special education reading scores of our special education students will improve. We will use students will improve. We will use assessment throughout the year to assessment throughout the year to monitor and measure the progress of our monitor and measure the progress of our students.students.

Peer Group ResourcesPeer Group Resources

Videotapes on Wilson ReadingVideotapes on Wilson Reading Classroom MaterialsClassroom Materials Group Interaction and DiscussionGroup Interaction and Discussion

Day 1, 9a.m.-3p.m.Day 1, 9a.m.-3p.m.

The first day was spent watching videos The first day was spent watching videos 1,2,3, and 3. The total video time was 4 1,2,3, and 3. The total video time was 4 hours and 15 minutes. The names of the hours and 15 minutes. The names of the videos were:videos were:

Introduction to the 10 critical pointsIntroduction to the 10 critical points Ten Critical PointsTen Critical Points Ten Critical Points, Tape 2Ten Critical Points, Tape 2 Introduction to the Lesson PlanIntroduction to the Lesson Plan

Ten Critical PointsTen Critical Points

Teach sounds – they must become Teach sounds – they must become automaticautomatic

Teach total word structure – not just Teach total word structure – not just soundssounds

Syllable markingsSyllable markings Present structure of the English language Present structure of the English language

in a logical sequencein a logical sequence Use very direct, explicit teaching of Use very direct, explicit teaching of

conceptsconcepts

Ten Critical ConceptsTen Critical Concepts

Teach concepts with V-A-K-T methodologyTeach concepts with V-A-K-T methodology Teach phoneme and syllable segmentationTeach phoneme and syllable segmentation Build in constant repetition weaving past and Build in constant repetition weaving past and

presentpresent Use questioning techniques throughout lessonUse questioning techniques throughout lesson Use diagnostic teaching procedures with each Use diagnostic teaching procedures with each

lesson (within text presentation).lesson (within text presentation).

Student NotebookStudent Notebook

SoundSound SyllablesSyllables Spelling RulesSpelling Rules Sight Word DictionarySight Word Dictionary VocabularyVocabulary

Teacher PlanbookTeacher Planbook

System Overview (Scope and Sequence)System Overview (Scope and Sequence) Word ListsWord Lists Lesson PlansLesson Plans

Day 2, 9a.m.-3p.m.Day 2, 9a.m.-3p.m.10 Parts of a Lesson Plan10 Parts of a Lesson Plan

Sound cards quick drillSound cards quick drill Teach and review concepts for readingTeach and review concepts for reading WordcardsWordcards Word List ReadingWord List Reading Sentence ReadingSentence Reading Quick Drill (in reverse)Quick Drill (in reverse) Teach and review concepts for spellingTeach and review concepts for spelling Written word dictation: Sounds, Words, SentencesWritten word dictation: Sounds, Words, Sentences Controlled Passage ReadingControlled Passage Reading Listening ComprehensionListening Comprehension

What Do We Teach?What Do We Teach?

Wilson ReadingWilson Reading ReadWell ReadingReadWell Reading Orchard Reading (computer)Orchard Reading (computer) Regular Basal Reading SeriesRegular Basal Reading Series PlatoWeb Reading (computer)PlatoWeb Reading (computer) Intensive PhonicsIntensive Phonics Reading A-ZReading A-Z ????????????????????????????????????????????????????????????

DiscussionDiscussion

We discussed the pros and cons of each reading We discussed the pros and cons of each reading program. We also found out that the Wilson program. We also found out that the Wilson Reading Program is not meant for students in Reading Program is not meant for students in the 50, 60, or low 70 IQ’s. At the elementary the 50, 60, or low 70 IQ’s. At the elementary level we felt it might be best to go through level we felt it might be best to go through ReadWell first, and then move them into Wilson ReadWell first, and then move them into Wilson Reading after mastery of Read Well. Reading A-Reading after mastery of Read Well. Reading A-Z books, PlatoReading, Orchard Reading, and Z books, PlatoReading, Orchard Reading, and Intensive Phonics could be used to supplement Intensive Phonics could be used to supplement these programs.these programs.