In the 1930s, neuropsychiatrist and pathologist Dr. Samuel T. Orton and educator, psychologist Anna Gillingham developed the Orton-Gillingham approach to reading instruction for students with “word-blindness,” which would later become known as dyslexia. Their approach combined direct, multi-sensory teaching strategies paired with systematic, sequential lessons focused on phonics.
Today, the Orton-Gillingham approach is used around the world to help students at all levels learn to read.
The Wilson Language Institute was found by Barbara Wilson, who was a special education teacher and tutor. She developed a program based on Orton and Gillingham's research while she was working at Mass General Hospital's Language Disorder Unit in order to teach students the structure of words in a systematic and cumulative manner so that they can gain the confidence that they will be able to become skilled readers. After Wilson became successful, the focus turned to training educators so they could implement Wilson in their own schools.
Sounds
Reading
Spelling
Fluency and Comprehension
Families,
These are the documents we need for successful Wilson lessons.
We need to set ourselves up for success. Therefore please prepare for our hours together by doing the following:
1. Find a quiet space that will allow your child to stay as focused as possible.
2. Print the pages that are needed for the following lesson. These will come daily, each lesson builds on the previous lesson, therefore at the end of each lesson I will know what we will focus on in the following lesson.
3. Please create a binder for your child that you can print and place the material in one place.
4. Always have pencils ready and computers charged.
5. If you have a whiteboard with an Expo marker, please have that available for your child as well.
"Good to Know" - WRS stands for Wilson Reading System
Here are some documents.
1. WRS Scope and Sequence - This document is an outline of the Wilson Reading System's Steps 1-6 and it's substeps. You can see what rules we will be learning along the way. Each rule builds on the previous rules. You do not need to print this for your child.
2. WRS Wordlist Chart - We will fill in a column during each lesson. This is meant to help with your child's confidence and allow them to see how many words they can read accurately. Please print one copy for your child's binder. We will call this their Wordlist Chart.
3. WRS Dictation Page and WRS Dictation Page with Handwriting Grid - If you open up both of these documents you will see that they are the same, except that one has handwriting lines and one does not. Virtually, it is not easy for me to tell who needs handwriting lines and who doesn't. If you're unsure, ask and I can look at your child's handwriting specifically. Please print one dictation page per day. If we have 2 lessons a week, we will need two dictation pages that week. We will call this The Dictation Page. (The Handwriting Grid option will be double sided.)
4. WRS Guided Proofreading Procedures - These are the strategies your child will use to proofread their own writing on their dictation pages. Please print one copy for your child's binder.
5. WRS Lesson Plan Outline - This is the same lesson plan outline we will follow for each lesson. Please print one copy for your child's binder.
Please reach out if you have any questions.
Scope and Sequence
2. Wordlist Chart
3. Diction Page Options - one without writing lines and one with writing lines to support handwriting skills.
4. Guided Proofreading Strategies
5. Lesson Plan Outline