Wilson Interventions for Elementary Struggling Readers
Intervention Program
Phonemic Awareness
Phonics
Fluency
Spelling
Screening data indicate a lack of
progress toward benchmarks in
phonemic awareness and/or phonics.
Phonemic Awareness
Phonics
Spelling
Fountas and Pinnell Word Analysis
Required
DAR or Fountas and
Pinnell Word Analysis
Required
Grade Levels
DeliveryFrequencyOptions:
Supplemental (Tier I) – whole
group/small group
K-3
4-5
Wilson Reading System
(3-5)
Phonemic Awareness
Phonics
Fluency
Vocabulary
Comprehension
Screening data indicates
a severe lack
of progress in phonemic
awareness
and phonics, impacting all
areas of
reading.
DAR or Fountas and
Pinnell Word Analysis
and WADE (Wilson
Assessment ) required.
3-5
20-30 minutes daily(Standard Lesson) (SIRP)
N/A
N/A
Strategic (Tier II) – small group
Standard Lesson+Double Dose 20-30 minutes
3-5 times per week. (CIRP)
45 Minutes Daily
(SIRP)
45-60 minutes daily.
(CIRP)
Intensive (Tier III) – small group
Standard Lesson+Double Dose 20-30 minutes
5 times per week.(CIRP)
N/A
75-90 minutes daily
(CIRP)
N/A
N/A
Reading Class (up to
15 students), small
group
4-10 students
N/A
3-6 students
One lesson per day,
but some lessons
may require two days.
Daily lesson
(Parts 1-8, then alternate
Parts 9 and
10 to complete the
lesson)
See Attached Chart
Teacher
(training required)
2 or 3 day training
Review Trainings.
On-site follow-up
Fidelity Checks
Screening Criteria
Fundations (K-2)
Wilson Just Words
(4/5)
Screening data
indicate word-level
Deficit
Group Size:
SIRP (Tier I) – whole group/small
group
Supplemental materials to meet individual
learning needs during initial instruction.
Strategic (Tier II) – small group
4-7 students
Intensive (Tier III) – small group
Pacing
1-3 students
One lesson per day, but some lessons may
require two days.
Progress Monitoring
Instructor
See Attached Chart
Teacher
(training required)
One-day training
Review Trainings.
On-site follow-up
Fidelity Checks
See Attached Chart
Teacher
(training required)
2 day training
Review Trainings.
On-site follow-up
Fidelity Checks
Must follow scope and sequence of
Fundations if implementing program.
Must follow scope and
sequence of Just
Words if implementing
program.
Training and Instructional Support
Comments
Must follow the
Steps/Sub-Steps of
the program in sequence.
The Steps/Sub-Steps DO
NOT
equate to grade levels.