What is the Wilson Reading System?Wilson Reading System is a highly-structured remedial program that directly teaches the structure of the language to students and adults who have been unable to learn with other teaching strategies, or who may require multisensory language instruction.
Scope and Sequence of InstructionWilson is structured into steps that focus on a concept. Within each Step there are a number of Sub-steps that focus on a particular skill the student needs to master before being able to build to the next Sub-step.
- Provides a systematic and cumulative approach to teach total word structure for decoding and encoding.
- addresses decoding, encoding, oral reading fluency, and comprehension in a sensible and logical fashion.
- all instruction is multisensory and interactive.
- Uses a unique “sound tapping” system.
- Is a comprehensive program that follows students from grade to grade.
Wilson Reading System
Scope & Sequence Chart
STEP 1 -- Closed Syllables (3 sounds)
1.1 -- f, l, m, n, r, s, (initial) d, g, p, t, (final) a, i, o (blending)
-- tapping and blending 3 sounds
-- what is a vowel, consonant
1.2 -- b, sh,- h, j,- c, k, ck,- v, w, x, y, z,- ch, th, - qu, wh,
-- what is a digraph
1.3 -- practice the above
wish, chop, wet
1.4 -- double consonants (bonus letters) l, s, f and all
-- what is a welded
bill, kiss, call
1.5 -- am, an (nasal sounds)
1.6 – adding suffix -s ---s can say /z/
-- what is a baseword, suffix?
STEP 2 -- Closed Syllables (4-6 sounds)
2.1 -- ang, ing, ong, ung, ank, ink, onk, unk
2.2 -- closed syllables with blends
-- what is a syllable?
-- What is the difference between blend and digraph?
bled, past, steps
2.3 -- closed syllable exceptions - ild, ind, old, ost, olt
2.4 -- 5 sounds + suffix -s
2.5 -- 3 letter blends - 6 sounds
STEP 3 -- Closed Syllables (Multisyllabic Words)
3.1 -- two-syllable words with two closed syllables , ic spelling
catnip, wagon, public
3.2 -- two closed syllables, including blends
3.3 -- words with two closed syllables ending in ct,
3.4 -- multisyllabic words with closed syllables
3.5 -- ed, ing suffixes added to basewords
STEP 4 -- Vowel - Consonant - E Syllable (VCE)
4.1 -- VCE syllable in one-syllable words, s/z/=vse words
hope, cave, caves
4.2 -- VCE syllable combined with closed syllables
4.3 -- multisyllabic words with two syllable types
4.4 -- ive exception
STEP 5 -- Open Syllable
5.1 -- open syllable in one-syllable words, y as a vowel
he, hi, shy
5.2 -- open syllables combined with VCE and
closed syllables in two syllable words
5.3 -- y as a vowel in two-syllable words
5.4 -- multisyllabic words with the 3 syllable types
5.5 -- a and i in unaccented syllables (exception to open)
STEP 6 -- Suffix Endings and Consonant-l-e Syllable
6.1 -- suffixes -er, -est, -en, -es, -able, -ish, -y, -ive, -ly, -ty,
-less, -ness, -ment, -ful added to basewords
6.2 -- suffix -ed: sounds d, t
6.3 -- combining 2 suffixes to baseword
6.4 -- consonant - le, -stle exception
STEP 7 -- Introduction to Sound Options, Contractions
7.1 -- c or g before e, I, or y
concentrate, concede, gentle
7.2 -- ge, ce, dge
lunge, indulgence, fudge
7.3 -- Trigraph and digraph: tch, ph
7.4 -- tion, sion
7.5 -- contractions
STEP 8 -- R-Controlled Syllables
8.1 -- ar, er, ir, or, ur - in 1 syllable words
firm, turn, barn
8.2 -- ar, or - in multisyllabic words
8.3 -- er, ir, ur - in multisyllabic words
8.4 -- Exceptions vowel rr para
8.5 -- Exceptions ar, or - in final syllable
STEP 9 -- Vowel Digraph - Dipthong Syllable – “D syllable
9.1 -- ai, ay
9.2 -- ee, ey
9.3 -- oa, oe, ue
croak, toe, revenue
9.4 -- oi, oy, au, aw
thyroid, employ, saucer, squawk
9.5 -- ou, ow, oo
trousers, drowsy, spoon
9.6 -- ea
eat, bread, steak
9.7 -- eu, ew, ui
Europe, few, suit
STEP 10 -- Adding Suffixes to Changing Basewords
10.1 -- VCE exceptions: ice, ace, age, ate, ile, ite, ine
10.2 -- Spelling Rule: baseword ending in e + suffix
10.3 -- Spelling Rule: 1 syllable, closed or
r-controlled baseword + suffix
starred or shopful
10.4 -- Spelling Rule: double final consonant of
multisyllabic baseword when adding suffix
10.5 -- Additional suffixes: -ic, -al, -ible, -ous, -ist, -ism, -ity,
-ize, -ary, -ery
STEP 11 -- Additional I, E, Y Vowel Work
11.1 -- y in open, closed, VCE syllable
reply, gym, type
11.2 -- The Y Spelling Rule
11.3 -- i in an open syllable pronounced as /e/ i as /y/
Orient, genius, million
11.4 -- ie/ei
piece, ceiling, vein
11.5 -- igh, eigh
STEP 12 -- Advanced Concepts
12.1 -- Split vowels: vowel team exceptions
12.2 -- Silent letters: rh, gh, mb, mn, kn, gn, wr
12.3 -- 'w' influencing vowels
12.4 -- ch, que, /k/
12.5 -- ti, ci, tu, ture
patient, official, actual, torture
12.6 -- Chameleon prefixes
correct, accentThe 10 part Wilson Lesson
Parts 1 - 5 Emphasize decoding skills
Part 1: quick drill:
- Sound Cards: This includes a 'quick drill' of the phonemes with the teacher showing a sound card and the student(s) naming the letter(s) and corresponding sound(s). Key words are always used with vowels and as needed with other sounds.
Part 2: Teach/Review Concepts for Reading:
- Blank cards and letter cards are used to teach phoneme segmentation and blending (initially). Students are taught to segment sounds using a finger tapping procedure. Beyond Step 2, syllable and suffix cards are used to teach total word structure. Every lesson involves this manipulation of cards to teach word structure and practice reading.
Part 3: Word Cards:
- Skills learned in section 2 of the lesson are applied dto reading single words on flashcards. Review words are included in the stack of cards presented.
Part 4: Wordlist Reading:
- Skills are applied to the reading of single words on a controlled wordlist in the Student Reader containing only those elements of word structure taught thus far. In group lessons the students are charted before progressing to the next substep. The list changes with each lesson so that students never memorize the list.
Part 5: Sentence Reading:
- Word attack skills are applied to reading within sentences. All sentences contain only the elements of word structure taught thus far.
Parts 6-8 emphasize encoding skills
Part 6: Quick Drill (in reverse):
- Letter formation is taught as needed. Every lesson includes a phoneme drill with the teacher saying a sound and the student identifying the corresponding letter(s).
Part 7: Teach/Review Concepts for Spelling:
- Initially, the student spells words with phoneme cards and blank cards. Students apply the finger tapping procedure to segment sounds for spelling. Beyond step 3, students use syllable and suffix cards. Students spell words using the cards to sequence sounds, syllables, and word parts.
Part 8: Written Work:
- Sounds, single words, and sentence dictations are included. The teacher dictates sounds, words, and sentences that are controlled; they only contain the word structure elements directly taught thus far. The students repeats the dictation prior to procedure is followed for independent sentence proofreading.
Parts 9-10 Emphasize Reading Comprehension
Part 9: Passage Reading:
- The student silently reads a short passage with controlled vocabulary containing only the studied word elements. The student retells the passage in his own words linked to visualization of the passage. The student then reads orally.
Part 10: Listening Comprehension:
- In this part of the lesson, the teacher reads 'non-controlled' comprehension skills at a higher level than current decoding.