Studies Prove Wilson Effectiveness!

EVIDENCE FROM SCHOOLS

Public School 380: Brooklyn, New York
Public School 380 in Brooklyn, NY, improved student outcomes and reduced unnecessary referrals to special education by establishing an RTI framework using Wilson Fundations in Tiers 1 and 2.

The article can be found at: http://www.rtinetwork.org/Connect/Voices/Public-School-380-Brooklyn-New-York

Help for Struggling Readers in High School
Principal Sharon Olken and Reading Specialist Marlies McCallum of Gateway High School in San Francisco, CA, explain how they help struggling readers by identifying their needs and providing interventions with the Wilson Reading System.

The interview can be found at: http://dww.ed.gov/see/?T_ID=23&P_ID=62&c1=1089#cluster-1 

PUBLICATIONS

Banks, S.R., Guyer, B.P., and Guyer, K.E. 1993.
Spelling Improvement by College Students who are Dyslexic, Annals of Dyslexia. 43: 186-93.

A Study at Marshall University determined Wilson the most effective spelling program with college students with a learning disability.

Bursuck, W., and Dickson, S. 1999.
Implementing a Model for Preventing Reading Failure: A Report From the Field in Learning Disabilities Research & Practice, 14(4), 191-202, Lawrence Erlbaum Associates, Inc.

The study presents a model for improving reading instruction for students at risk for reading failure. The Wilson Reading System was selected for use with the at-risk students. Positive results were reported.

Clark, D., and Uhry, J. 1995.
Dyslexia Theory and Practice of Remedial Instruction, Revised. Baltimore, MD: York Press. Chapter 23 describes the Wilson Reading System.

Mather, N. and Goldstein, S. 2001.
Learning Disabilities and Challenging Behaviors - A Guide to Intervention and Classroom Management. Baltimore, MD: Brookes Publishing Company.

In this book the Wilson Reading System is referenced as an effective structured phonics program. A case-study is reported using the Wilson Reading System with success.

Moats, Louisa C. 1998.
Reading, Spelling and Writing Disabilities in the Middle Grades in Learning About Learning Disabilities, Wong, B (ed.) Orlando FL; Academic Press.

This chapter, by Louisa C. Moats, highlights the Wilson Reading System as one of 3 exemplary programs for students with language-based learning disabilities in the middle grades.

McPeak, L., and Trygg, L. 2007
The Secondary Literacy Instruction and Intervention Guide (Stupski Foundation, Mill Valley, CA)

The guide is intended to provide a replicable district-level model incorporating evidence-based and research-validated resources to meet the differentiated needs of struggling adolescents. It is designed around the context of the University of Kansas’ Content Literacy Continuum (CLC) model. Only programs that have met scientifically validated criteria are included in the matrix. Wilson Reading System is designated as part of the National Secondary Literacy Intervention Program Inventory.

National Literacy Project 2006
A Resource Guide for Adolescent Literacy: Prepared for the Bill & Melinda Gates Foundation

This guide outlines promising programs for struggling adolescent readers. The programs suggested in this guide have been categorized by the competencies that they address and described by criteria that can assist schools to select programs most beneficial for their students. The Wilson Reading System (WRS) is included in the guide for phonics, fluency and comprehension. In fact, WRS is the only program that the authors felt comfortable recommending for adolescent students with deficiencies in phonemic awareness and phonics.

North Central Regional Educational Laboratory. 2005
Adolescent Literacy Intervention Programs: Chart and Program Review Guide (Learning Point Associates, Naperville, IL)

Wilson Reading System is identified as a comprehensive adolescent literacy intervention program.

O'Connor, J. and Wilson, B. 1995.
Effectiveness of the Wilson Reading System used in Public School Training. In McIntyre, C., and Pickering, J. (eds) 1995. Clinical studies of Multisensory Structured Language Education. Salem, OR: International Multisensory Structured Language Education Council.

Results of study: 220 students in grades 3-12 had an average growth of 4.6 grade levels in Word Attack and 1.9 grade levels in Total Reading on Woodcock Reading Mastery Test after 62 lessons.

Savage, J.F. (2004)
Sound it out! Phonics in a comprehensive reading program. New York:Mc-Graw-Hill.

Wilson Reading System and Fundations are included as structured language programs that provide direct, explicit, systematic instruction.

Schwartz, R.
Using Phonemic Awareness with ESL Students, Linkages, Washington, D.C.: National ALLD Center.

This article discusses the benefits of teaching phonology to ESL students who are at risk. The Wilson Reading System was incorporated into the instruction.

Shaywitz, Sally M.D. 2003.
Overcoming Dyslexia: The New and Complete Science-Based Program for Reading Problems at Any Level. New York: Alfred A. Knopf.

Wilson Fundations® and Wilson Reading System as appropriate reading programs for students and adults with dyslexia.

Wilson, B. 1998.
Matching Student Needs to Instruction in Learning Disabilities, Literacy and Adult Education, Reder, S., and Vogel, S. (Eds.) Baltimore, MD: Brookes Publishing Co.

This book focuses on adults with severe learning disabilities and the educators who work with them. Chapter 11, "Matching Student Needs to Instruction" describes various implementation models for using the Wilson Reading System with older students.

Wilson, B. 2005.
Instruction for Middle and High School Students Struggling with Reading, in Multisensory Teaching of Basic Language Skills, Revised, Birsh, J. (Ed.). Baltimore, MD: Brookes Publishing Co.

Provides a step-by-step guide for intensive instruction for older students that includes how to teach accuracy and automaticity of single-word reading; application of skills and fluency with controlled and decodable text; and development of vocabulary, background knowledge, and comprehension.

Wilson, B. and Schupack, H. 1997.
Reading, Writing and Spelling – The Multisensory Structured Language Approach. Baltimore, MD. The International Dyslexia Association.

This booklet is published by IDA as a part of The Orton Emeritus Series.

DATA COMPILATION REPORTS (unpublished)

Lynn Public Schools, 2002
Wilson Spelling Results 2000-2001

Lynn Public Schools in Lynn, MA use Wilson spelling/phonics in their daily language arts program for students in grades K-3. Data collected by the school system show that 88%+ in grades 1-3 scored above grade level on the Morrison McCall Spelling Test. In bilingual and dual immersion classes, 71% were scoring at or above grade level.

Wake Forest University, 2002
Data Analysis

Pre-intervention and post-intervention test data was analyzed with the assistance of Dr. Frank Wood et al at Wake Forest University School of Medicine. Results indicate there was improvement across all Woodcock Reading Mastery subtests. Further analysis was conducted on difference by gender, IQ, severity, grade, and school district.

Wilson Language Training, 1989-2004
Level 1 Certification Reports

Pre-intervention and post-intervention test data is compiled in association with school district implementation. To date, more than 6500 teachers from 44 states across the country have completed Level I Certification. The pre-post test data has consistently demonstrated improvement in all areas of reading on standardized test measures.

OTHER CITATIONS

Education Commission of the States, 2002
Reading/Literacy – Programs and Practices, Education Commission of the States, Denver, Colorado
The ECS reviewed the Wilson Reading System and has posted its review on the ECS website at: http://www.ecs.org/clearinghouse/19/01/1901.htm. Please note, the review is not an endorsement by the Education Commission of the States. It is one of several reviews compiled to show the diversity of approaches schools are using to accomplish comprehensive reform.

Florida Center for Reading Research
Florida Center for Reading Research – Reports
The Florida Center for Reading Research (FCRR), directed by Joseph Torgesen, Ph.D., evaluates how reading curricula and materials align with current reading research. It is one of three national Reading First support centers.

The Wilson Reading System, Fundations, and Wilson Fluency® / Basic were reviewed by the FCRR research committee. The reports outline how the programs are aligned with research and list their strengths and weaknesses. No weaknesses were noted for any of these programs. Because the FCRR research committee no longer performs reviews, a report is not available for the most recent Wilson program, Just Words®.

The FCRR report about Fundations can be found at: http://www.fcrr.org/FCRRReports/PDF/FundationsMW.pdf

The FCRR report about the Wilson Reading System can be found at: http://www.fcrr.org/FCRRReports/PDF/WilsonReadingSystem.pdf

The FCRR report about Wilson Fluency / Basic can be found at: http://www.fcrr.org/FCRRReports/PDF/WilsonFluencyBasic72707.pdf

National Adult Literacy and Learning Disabilities Center, 1999
Bridges to Practice, National Institute for Literacy (NIFL), Washington, D.C.
Bridges to Practices is a research-based guide for literacy practitioners serving adults with learning disabilities. A National ALLD Report Card for Instruction Materials was completed for the Wilson Reading System. The report card demonstrates evidence that the Wilson program meets the recommended eight standards for selecting instructional materials. (Appendix B of Guidebook 3: The Planning Process.)

National Institute for Literacy (NIFL)
The following National Institute for Literacy (NIFL) documents identify Wilson as an appropriate program to use with adult learners with limited decoding skills.

From Assessment to Practice: Research-Based Approaches to Teaching Reading to Adults Responses to Webcast User Questions, Prepared by John Kruidenier, Rosalind Davidson, and Susan McShane for the National Institute for Literacy November, 2007 (http://www.nifl.gov/nifl/webcasts/assesspractice/webcast0928_QA.html)
The authors identify Wilson as an exemplary program for teaching decoding with adults and recognize Wilson as the most widely used such program for adults.

Comparison of Three Reading Profiles
(http://www.nifl.gov/readingprofiles/MC_Compare_Profiles.htm)
After reviewing profiles of three adult learners, it was determined that for the individual with word-level deficits her “best hope for progress is with an individualized, sequential phonics program such as Lindamood or Wilson along with continued independent reading.”

ARCS - The Adult Reading Components Study (http://www.nifl.gov/readingprofiles/ARCS_Profiles.htm)
ARCS researchers used cluster analysis to identify ten clusters--or profiles --from the 676 ARCS ABE participants. For ARCS Research Profile 9: Beginners and Research Profile 10: Beginners with Rate Impairment, the researchers outlined that “their best chance to progress is with a structured one-on-one phonics program such as Lindamood Bell, Orton Gillingham, or Wilson, all of which can be adapted for small group instruction.”

Southwest Education Development Laboratory, 2000
Building Reading Proficiency at the Secondary Level, SEDL, Austin, TX
This publication reviews the scholarly literature to determine: (a) current theoretical perspectives and research findings on building reading proficiency at the secondary level and (b) their implications for classroom instruction. The Wilson Reading System is identified as a program that aligned with their findings. The report is available at: http://www.sedl.org/pubs/reading16/

Southwest Education Development Laboratory, 2007
Afterschool Curriculum Choice: Literacy Resources
PEAR, the Program in Education, Afterschool and Resiliency at Harvard University and the National Partnership for Quality Afterschool Learning at SEDL designed this initiative to help practitioners locate and make informed choices about high-quality literacy resources to enrich their after school programs. The resources were selected based on proven use in afterschool settings, and include challenging lesson plans and organized activities. Both Wilson Fundations and Wilson Reading System were included in their initiative. The database is available at: http://www.sedl.org/afterschool/guide/literacy/

Stern Center for Language and Learning, 2001
TIME for Teachers Online for K-3 Educators, Winooski, VT
This online course was designed to help teachers implement research-based best practices in reading instruction. It includes a video segment with Barbara Wilson demonstrating the Wilson Reading System principles of syllable instruction.

University of Georgia, 2000
Teaching Reading and Functional Writing to Adults with Learning Disabilities – Basic Level.
Athens, GA. This two-hour video is the first of two PBS satellite events taking an integrated approach to teaching reading and writing to adults with learning disabilities. Presenters were Nancy Mather, Ph.D. and Noel Gregg, Ph.D. This broadcast included a demonstration lesson of the Wilson Reading System with a group of adults.

STATE READING INITIATIVES

Louisiana
Law for the Education of Dyslexic Students
The Wilson Reading System is one of six multisensory structured language programs identified as an effective program in the remediation of dyslexia. WRS is listed as a suggested program in the implementation guidelines for the Louisiana Law for the Education of Dyslexic Students.

Massachusetts
Bay State Reading Initiative
Several Wilson certified instructors worked as consultants to help integrate structured phonics teaching into the initiative.

North Carolina
State Improvement Project
The purpose of the North Carolina State Improvement Project is to establish program support services to significantly improve the performance and success of students with disabilities in North Carolina. Wilson Reading System is one of four reading programs identified for implementation.

North Carolina
NC Reading First Initiative
The Department of Public Instruction has approved Fundations and Wilson Reading System as Intervention and Supplemental programs for their K-3 Reading First classrooms. For more information visit the website at http://www.dpi.state.nc.us/readingfirst/.

Pennsylvania
Governor’s Institute for Educator Partnerships on Reading
This Department of Education publication cites the Wilson Reading System as a resource to teach reading with structured phonics. It also includes the Wilson Reading System’s Ten Critical Points.

Texas
Phonics Grant/Texas Regional Education Service Centers
The Wilson Reading System and Wilson Fundations are approved reading programs a school may select to support and enhance the implementation of the state Teacher Reading Academies for Grades K-3.

SCIENTIFICALLY-BASED RESEARCH STUDIES

Haan Foundations’ Power4Kids’ “Closing the Reading Gap” (2003-2007)
Funded by The HAAN Foundation for Children, San Francisco, CA, and the U.S. Department of Education Institute of Education Sciences. Principal Investigator: Dr. Joseph Torgesen, Florida Center for Reading Research.

An esteemed Scientific Advisory Board selected WRS to be included in its landmark study that met scientifically rigorous design standards. For the purposes of the study, researchers requested that the comprehension and vocabulary components of the WRS program be excluded in order to test a specific hypothesis about the impact of word-level instruction. Therefore, WRS instruction in the study focused on word-level skills only. WRS students in the study showed a significantimpact in this domain.

Altering Cortical Connectivity: Remediation-Induced Changes in the White Matter of Poor Readers
In this clinical study, conducted at the Center for Cognitive Brain Imaging at Carnegie Mellon University, Timothy A. Keller and Marcel Adam Just examined whether 100 hours of intensive remedial instruction affected the cerebral white matter of 8- to 10-year-old poor readers. The instruction resulted in significantly increased fractional anisotropy (FA) in the cerebral white matter. The FA increase was also correlated with improvement in phonological decoding ability. The Wilson Reading System was one of the programs used in this study. Click here for the full report.

Modifying the brain activation of poor readers during sentence comprehension with extended remedial instruction: A longitudinal study of neuroplasticity (2008)
This study, conducted at the Center for Cognitive Brain Imaging at Carnegie Mellon University, used fMRI to gauge the impact of intensive remedial instruction on the brain. The study found that, with remedial instruction, the brain of a poor reader can be permanently rewired to function similarly to the brain of a good reader.  The Wilson Reading System was one of the programs selected to be used for instruction. Click here for full report.

Model Demonstrations To Improve the Literacy and Employment Outcomes of Individuals with Disabilities (2004-2009)Special Demonstration Programs funded by the Office of Special Education and Rehabilitative Services (OSERS), Department of Education aim to demonstrate that certain specific literacy services may raise the literacy levels and earnings of individuals who receive vocational rehabilitation (VR) services.

The Wilson Reading System was identified by OSERS as one of two reading curricula grantees could offer to their clients. WRS was chosen at all five VR grant sites located in Maryland, Minnesota, Kansas, South Carolina and Hawaii. Results not yet available.

Young Adults with Literacy Problems: Prevalence and Treatment Program (2003-2008)
Funded by the National Institute for Literacy (NIFL), Office of Adult and Vocational Education of the US Department of Education, and the National Institute of Child Health and Human Development (NICHD). Principal Investigator: Dr. Frank Wood, Director of Neuropsychology at Wake Forest University Bowman School of Medicine.

The Wilson Reading System was selected to be part of the 5-year research study focusing on the effectiveness of structured systematic teaching strategies with adults ages 18 through 25. Results not yet available.

What Works Clearinghouse (WWC), 2007
Intervention Report – Wilson Reading System (WRS)
The Wilson Reading System was one of only 24 programs of 153 programs examined by What Works Clearinghouse that met evidence screens. The WWC reports on previously completed studies but does not independently evaluate programs. The WRS rating is based solely on the Haan Foundation’s “Closing the Reading Gap” study. This study showed significant evidence of effectiveness in alphabetics. It should be noted, however, that comprehension and vocabulary components of the Wilson Reading System were eliminated from instruction at the request of Torgesen et al. for the purposes of the study. Therefore, the WWC fluency/comprehension rating is based on a modified version of the Wilson Reading System where comprehension and vocabulary components were eliminated. The report is available at: http://ies.ed.gov/ncee/wwc/pdf/WWC_Wilson_Reading_070207.pdf

Keys to Understanding the WWC Report.

©2004 by Wilson Language Training Corp. All Rights Reserved