WRS is an intensive Tier 3 program for students intended for grades K-12 with word-level deficits who are not making sufficient progress through their current intervention and require multisensory language instruction due to language based learning disabilities.  Small groups of students start the program in the same place and complete the same lessons at the same pace.  Students complete the program when all of the lessons have been taught or skills and concepts have been mastered.

Through the program, students learn fluent decoding and encoding skills to the level of mastery. From the beginning Steps of the program, students receive instruction in:

• Word structure (in depth) for automatic decoding and spelling

• Word recognition and spelling of high frequency words, including irregular words

• Vocabulary, word understanding, and word-learning skills

• Sentence-level text reading with ease, expression, and understanding

• Listening comprehension with age-appropriate narrative and informational text

• Reading comprehension with narrative and expository text of increasing levels of difficulty

• Narrative and informational text structures

• Organization of information for oral or written expression

• Proofreading skills

• Self-monitoring for word recognition accuracy and comprehension

For more information on the Wilson Reading System, please visit The Wilson Reading System 

BLS involves a therapeutic, multisensory, Orton-Gillingham based curriculum for effectively teaching phonics and language structure.  Preferably, it is taught to a small group who are similar in age and reading ability, with intensity and duration that ensures students’ progress and achievement, and with a monitored and modulated pace that is adjusted to meet student needs.  It is systematic and sequential instruction- the lessons begin with the easiest concepts and progress to more difficult ones and concepts are reviewed.

There are three books in the curriculum.  Each book contains lessons for reading and spelling concepts and student reading practices.  Each lesson is made up of:

• Alphabet:  Practicing letter names

• Handwriting: Cursive practice

• Reading: Practicing letter sounds

• Spelling: Review sounds of letters

• Reading Practice: Reading words/sentences to practice new and previous concepts

• Spelling Practice: Learning spelling rules and concepts

• Extended Reading: Working on comprehension

Basic Language Skills meets the standards set by the Texas Education Agency, the International Multisensory Structured Language Education Council, and the International Dyslexia Association. {Source: Neuhaus Education}  For more information, visit: Neuhaus Education Center 

Hutto ISD uses S.P.I.R.E. dyslexia curriculum to meet the needs of special education students with dyslexia.  These multisensory activities meet different learning styles to engage all students.  Explicit, teacher-led instruction is data-driven to shore up weak areas.  Continual practice and review then lock in permanent gains. IEP goals and objectives include the same areas listed in the Texas Dyslexia Handbook, but maybe in smaller chunks, at a slower pace, with more repetition, for smaller periods of time.   Students work to master individual goals that will vary from student to student. There is no estimated completion time. The Individual Education Plan (IEP) is developed and managed by the ARD Committee under Special Education. 

The Region 4 ESC Reading by Design Program is a systematic, multisensory set of instructional  routines which include content and pedagogically appropriate practices compiled from sources,  such as Foundations for Literacy: Structures and Techniques for Multisensory Teaching of Basic  Written English Language Skills by Aylett Royall Cox (1980). This program is aligned with  research‐based practices for developing literacy and is designed for students with basic reading  difficulties, such as dyslexia. This intervention follows an intensive, explicit, and cumulative  design for remediation of reading and writing skills at all grade levels. 

Reading by Design is our new program for dyslexia on our secondary campuses (6th-9th grade).  This 5 volume set is a systematic, explicit, and intensive reading intervention program which covers:

Volume 1: Alphabetic Principle

Volumes 2-4: Six Syllable Types, digraphs, diphthongs, and other sound/symbol correspondences

Volume 5: Greek and Latin Roots / Morphology Brochure for Parents RbD (1).pdf