{"id":2243,"date":"2024-06-26T22:30:58","date_gmt":"2024-06-26T22:30:58","guid":{"rendered":"https:\/\/www.wilsonlanguage.com\/knowledge-library\/?p=2243"},"modified":"2024-07-22T14:25:56","modified_gmt":"2024-07-22T14:25:56","slug":"wilson-reading-system-evidence-of-effectiveness","status":"publish","type":"post","link":"https:\/\/www.wilsonlanguage.com\/knowledge-library\/programs\/wilson-reading-system\/wilson-reading-system-evidence-of-effectiveness\/","title":{"rendered":"Wilson Reading System\u00ae: Evidence of Program Effectiveness"},"content":{"rendered":"\n

Program Effectiveness<\/h3>\n\n\n\n

Wilson Reading System\u00ae (WRS) is effective in developing the reading skills of individuals with a language-based learning disability or who have otherwise struggled to learn to read. Below is a selection of study findings that demonstrate the effectiveness of WRS.<\/p>\n\n\n\n

Duff, Stebbins, Stormont, Lembke, & Wilson<\/h4>\n\n\n\n

In an independent study, the effectiveness of WRS was demonstrated to be effective in fostering fluency and comprehension skills among students with disabilities. Key findings demonstrated statistically significant growth in oral reading fluency and reading comprehension among students receiving one year of WRS as measured by AIMSweb curriculum-based measurement (R-CBM and R-MAZE). The study examined 51 students with disabilities in grades 2-7. Approximately 80% of students qualified for free and reduced lunch and 52% were minority students.<\/p>\n\n\n\n

Stebbins, Stormont, Lembke, Wilson, & Clippard<\/h4>\n\n\n\n

In this study meeting ESSA Level 3 evidence of impact in the areas of phonics, fluency, vocabulary, and comprehension, a school district published the results of its evaluation of WRS for use with 4th and 5th grade students who had an educational disability and who required special reading instruction based on their Individualized Education Program (IEP). Prior to receiving WRS, these students had failed to demonstrate gains in reading skills in response to a balanced literacy program. This group of students received WRS instruction in addition to their balanced literacy program. During the two years they received WRS, growth in decoding, reading fluency, and reading comprehension was monitored. Results found appropriate and statistically significant gains in these areas.<\/p>\n\n\n\n

Torgesen, Myers, Schirm, Stuart, Vartivarian, Mansfield, Stancavage, Durno, Javorsky, & Haan<\/h4>\n\n\n\n

In this study meeting ESSA Level 1 evidence of impact in the areas of phonological and phonemic awareness, phonics, and comprehension, an esteemed scientific advisory board selected the WRS to be included in its landmark study meeting scientifically rigorous design standards. In order to test a specific hypothesis about the impact of word-level instruction, researchers requested that the comprehension and vocabulary components of WRS program be excluded. Therefore, WRS instruction in the study focused on word-level skills only, which includes phonological\/phonemic awareness, and WRS students in the study showed a significant impact in this domain. Despite the partial implementation, evidence for statistically significant gains in passage comprehension were also observed.<\/p>\n\n\n\n

Wake Forest University School of Medicine<\/h4>\n\n\n\n

WRS is proven to raise the level of literacy achievement for students beyond primary grades as indicated by pre- and post-test results analyzed by Dr. Frank Wood, et al., at Wake Forest University School of Medicine.<\/p>\n\n\n\n

The data was collected by school districts at multiple sites across the United States. It was compiled from two cohorts, one having received intervention during the 1999-2000 school year, the second during the 2000-2001 school year. Only those students for whom the Woodcock Reading Mastery Test\u00ae (WRMT) was administered were included in the analyses. Key findings include the following:<\/p>\n\n\n\n