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Intervention: Wilson Reading System®

References


Met WWC evidence standards

Torgesen, J., Myers, D., Schirm, A., Stuart, E., Vartivarian, S., Mansfield, W., et al. (2006). National assessment of Title I interim report—Volume II: Closing the reading gap: First year findings from a randomized trial of four reading interventions for striving readers. Retrieved from Institute of Education Sciences, U. S. Department of Education Web site: http://www.ed.gov/rschstat/eval/disadv/title1interimreport/index.html

Did not meet WWC evidence screens

Banks, S. R., Guyer, B. P., & Guyer, K. E. (1993). Spelling improvement by college students who are dyslexic. Annals of Dyslexia, 43, 186–193. 10

Gustavson, K., & Watson, N. (1995). Wilson Reading and Read­ing to Read. Augusta, ME: Division of Adult & Community Education10

Guyer, B. P., Banks, S. R., & Guyer, K. E. (1993). Spelling improvement for college students who are dyslexic. Annals of Dyslexia, 43, 254–259. 10

Moats, L. C. (1998). Reading, spelling, and writing disabilities in the middle grades. In B. Wong (Ed.), Learning about learning disabilities (2nd edition) (pp. 1–19). Orlando, FL: Academic Press. 10

Wilson, B. A. (1998). Matching student needs to instruction: Teaching reading and spelling using the Wilson Reading System. In S. A. Vogel & S. Reder (Eds.), Learning disabilities, literacy, and adult education (pp. 213–234). Baltimore, MD: Brookes Publishing. 12

Wilson, B. A., & O'Connor, J. R. (1995). Effectiveness of the Wilson Reading System used in public school training. In C. W. McIntyre & J. S. Pickering (Eds.), Clinical studies of multisensory structured language education (pp. 247–254). Salem, OR: International Multisensory Structured Language Education Council. 12

Wilson Language Training. (2002). [Evidence of Effectiveness: Wake Forest University, 2002: Data analysis]. Unpublished raw data. Retrieved from http://www.wilsonlanguage.com/PDF/Evidence_Data_Analysis.pdf11

Wilson Language Training Corporation. (2002). Wilson Literacy Solutions: Evidence of effectiveness Wilson Spelling results 2000. Retrieved from http://www.wilsonlanguage.com/PDF/Lynn_Results.pdf11

10 The sample is not appropriate to this review: the parameters for this WWC review specified that students should be in grades kindergarten through 3 during the time of the intervention; this study did not focus on the targeted grades.
11 Does not use a strong causal design: this study did not use a comparison group.
12 The sample is not appropriate to this review: the parameters for this WWC review specified that students should be in grades kindergarten through 3; this study did not disaggregate students in the eligible range from those outside the range.