Dyslexia Intervention with the Wilson Reading System:
WRS is an intensive Tier 3 program for students in grades 2-12 and adults with word-level deficits who are not making sufficient progress through their current intervention; have been unable to learn with other teaching strategies and require multi sensory language instruction; or who require more intensive structured literacy instruction due to a language-based learning disability, such as dyslexia.
An Orton-Gillingham Program
As a structured literacy program based on phonological-coding research and Orton-Gillingham principles, WRS directly and systematically teaches the structure of the English language. 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
Does my child qualify for the Wilson Reading System?
The Wilson Reading System® (WRS) is widely used with elementary school students, adolescents, and adults who have not yet been successful learning how to read and write. Many students who benefit from WRS have deficiencies in phonological awareness and/or orthographic processing, which makes it challenging to learn to read and spell without an explicit, systematic, and multi sensory approach.
WRS specifically addresses the reading instructional needs of students in grades 2-12 and adults with a language-based learning disability, such as dyslexia, or who have word-level deficits and have not mastered the decoding and spelling process. Intensive intervention planning for specific students should include a comprehensive educational assessment.
Candidates for the Wilson Reading System program share characteristics such as:
Unable to decode accurately (in lowest 30th percentile)
Exhibit slow, labored reading with lack of fluency
May know many words by sight, but have difficulty reading unfamiliar words and pseudo words
May often guess at words
Have poor spelling skills (in lowest 30th percentile)
Able to speak and understand English, but not read or write it (such as English language learners)
Have a language-based learning disability, such as dyslexia
Are in grade 2 or higher
Please note that the Wilson Reading System (and learning now to read in general) takes time. It is a slow and steady process that will ultimately result in your child learning how to read. If your child is in 2nd grade or higher and not reading at grade level, intervention is strongly recommended. As children reach 3rd grade, they are no longer learning how to read in school. They are reading to learn. Their reading difficulties will not improve without the proper intervention and instruction in place.
This program will not only teach your child how to read, but it will also improve their self confidence and their willingness to go to school.
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Nearly 20% of population has some form of dyslexia, and many people with dyslexia are extremely smart with above average IQs. With the right intervention in place, individuals with dyslexia can learn how to read.
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Jamie’s Home Work Space in Forest Hills:
Equipped with all the materials needed for a successful and engaging Wilson Lesson.
Find Jamie on the Credentialed WRS Individuals Tutor Map!
Find Jamie on the International Dyslexia Association Provider Directory!
What if my child is not a candidate for the Wilson Reading System?
I create lessons specific to student level, individualized goals, and interests outside the classroom. Your children have strengths that deserve to show up in their learning space to make instruction meaningful. If the WRS is not appropriate for your scholar, we can modify the program, or work outside of it, to ensure progress.
In addition to reading and writing tutoring, I also tutor in executive functioning, homework help, and other elementary education subjects.