“Nationally, more than 4,000 students drop out of school every school day. That calculates to nearly 750,000 students every year who do not graduate from high school with their peers.” (Alliance for Excellent Education, 2017)
“One of the most commonly cited reasons for this is that students simply do not have the literacy skills to keep up with the high school curriculum which has become increasingly complex.” (Kamil, 2003; Snow & Biancarosa, 2003)
About the Program……………..
Wilson Reading System® (WRS®), based on Orton-Gillingham methods, is for gradae 2-12 students, and adults. who have word-level deficits and have not internalized the sound/symbol system for reading and spelling. They may have decoding and spelling deficits, a language-based learning disability, been unsuccessful with other reading programs, or they may be English Language Learners.
Sixty-seven percent of students with late-identified reading disabilities have decoding deficits. Some of those also have an accompanying comprehension deficit (Leach, Scarborough, & Rescorla, 2003).
Under the right conditions, intensive and skillful instruction in basic word reading skills can significantly impact the comprehension ability of students in fifth grade and beyond.
Presumably, these effects occur when the instruction is sufficiently powerful to substantially increase the percentage of words students can accurately identify in the text they are reading (Torgesen et al., 2007)
WRS® provides research based instruction in the five areas of reading: phonemic awareness, phonics, vocabulary, fluency, and comprehension. The program uses an explicit, systematic, and multisensory delivery.
We were fortunate enough to receive a grant from the Dollar General Literacy Foundation for the 2016-2017 school year. Dollar General Literacy Foundation generously helps out schools and non-profits that target literacy, especially, below grade level readers, readers with learning disabilities, English Language Learners, and students with Individualized Education Plans (IEPs).
OUR GOAL was to achieve a minimum of half a year increase in reading level, ideally a full year. It is not uncommon for many of our students to have seen no success with reading for 2-3 years before enrolling, so exactly when we see, and how much, improvement will vary from student to student.
When looking at the individual improvement for each student, the AVERAGE GAIN was 1.2 years. We were happy to see that 45.7% of students saw greater than a 1 year gain and 20% of students saw greater than a 2 year gain.
We also noticed that 91.4% of students gained greater than 1 year in at least one of the subtests.
The subtest with the greatest gain was passage comprehension, where we saw over one third of students gain greater than 3 years and 17.1% saw over a 4 year gain.
Wilson Reading System: What You Need to Know (Peg Rosen, Understood.org)