Course Syllabi 2015-16: Wilson Reading System®
Course Descriptions for Wilson Reading System Professional Learning
Our mission is to provide quality
professional learning and ongoing
support so that educators have the
skills and tools they need to help their
students become fluent, independent
readers.
Wilson Reading System® Introductory Workshop
This 15-hour workshop provides participants with an overview of the Wilson Reading System
curriculum and serves as the prerequisite for Wilson Reading System Level I Certification. This course
examines reading research and the five areas of reading in relation to students in grade two and
above with persistent phonological coding deficits. Participants learn about dyslexia and languagebased learning disabilities, appropriate student identification and placement, program
implementation, progress monitoring, scheduling, and creating a successful learning environment.
Principles of language structure and how to teach language with direct, multisensory methods are
demonstrated and practiced during the workshop. Participants explore the standard 10-part Wilson
Lesson Plan and practice planning and delivering a lesson while receiving modeling and feedback
from a credentialed Wilson Trainer during the workshop.
Prerequisite
None
Duration
3 consecutive days (15 hours)
Graduate credit
1
Course Objectives




Define dyslexia and describe common characteristics.
Explain the process of identifying students with a language-based learning disability or other
characteristics that indicate that intensive, multisensory instruction with Wilson Reading
System is appropriate.
Demonstrate knowledge of the five areas of reading that are necessary for effective reading
instruction.
Demonstrate beginning understanding of WRS principles of instruction: explicit, sequential,
cumulative, and diagnostic multisensory instruction.

Identify the lesson components for Block 1 (Decoding/Word Study), Block 2
(Encoding/Spelling), and Block 3 (Listening & Reading Comprehension) of the Wilson Reading
System Lesson Plan.

Prepare a 10-part Wilson Reading System Lesson Plan.
Course Components
Session 1:
Wilson Reading System (WRS): Who and Why

Students Who Struggle

Assessment of Reading Skills

Phonological Coding Deficits

Dyslexia
 Brain Research
What (Five Areas of Reading)

Essential Components of Reading

Scientifically Based Instruction

Phonological/Phonemic Awareness

Phonics and Word Study

Fluency
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
Vocabulary
 Comprehension
How, When, and Where
Session 2:

Principles of Instruction

Implementation
 Settings
Preparation and Planning

Setting the Successful Environment

Student Identification and Placement

Progression and Pacing
 Grouping and Schedule
WRS Lesson Plan: Block 1 (Decoding)
Session 3:

Sound Automaticity

Teach and Review Concepts for Decoding

Word Automaticity (Regular and Irregular Words)

Wordlist Reading/Charting Student Progress
 Sentence Reading – Accuracy, Prosody, and Understanding
WRS Lesson Plan: Block 2 (Encoding)

Quick Drill in Reverse: Phoneme to Grapheme Correspondence

Teach & Review Concepts for Spelling
 Written Work Dictation (Sounds, Words, Sentences)
WRS Lesson Plan: Block 3

Fluency

Vocabulary

Comprehension

Visualization

Oral Language Skills
Materials



Wilson Reading System® Introductory Workshop Course Manual
WRS Starter Set (recommended)
Wilson Academy© Intensive Learning Community membership provided after workshop
attendance (12 month access)
Completion Requirements

Complete 15 hour workshop

Participate in all workshop activities

Write and practice ten-part lesson plan
 Provide workshop feedback via the course evaluation form
A minimum score of 85% on the on-line assessment is required in order to enroll in the WRS Level I
Certification.
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Wilson Fluency®/Basic Workshop
The Wilson Fluency®/Basic program can be used to support WRS students in need of additional
practice with short vowels (Steps 1-3). This full-day workshop reviews the important aspects of
explicit fluency instruction and reading practice to develop students’ skills in reading with ease and
expression to understand connected text. The workshop provides hands-on practice with the Wilson
Fluency®/Basic program.
Prerequisite
None
Duration
1 full day (5 hours)
Graduate credit
Not Applicable
Course Objectives


Define fluency: What it is, why it is important, and aspects of instruction
Review the Wilson Fluency Kit and correlation to WRS
Materials

Wilson Fluency®/Basic Kit
Completion Requirements

Complete 5 hour course

Participate in all workshop activities

Provide workshop feedback via the course evaluation form
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Wilson Reading System® Intensive Instruction: Online Course (Steps 1-6)
This online course presents in detail the multisensory, structured language instruction that is
required for teaching students beyond grade two with significant word-level deficits who are
unresponsive to previous instruction. The Wilson Reading System Intensive Instruction for the
Non-Responsive Reader: Online Course (Steps 1-6) provides practical application of reading
research, with particular emphasis on phonological awareness, phonics, and spelling at the
beginning levels of decoding and encoding. It also provides specific procedures to teach the
concepts presented in the Wilson Reading System Steps 1-6, including instruction on the
following syllable types: closed, vowel-consonant-e, open, and consonant-le. The course
includes additional topics on diagnostic teaching and differentiating instruction, program pacing,
high-frequency word instruction, vocabulary instruction, fluency instruction, dyslexia, listening
and reading comprehension strategies, use of differentiated texts, and handwriting.
NOTE: Successful completion of both this Online Course (Wilson Reading System Steps 1-6) and
Wilson Reading System Level I Steps 1-6 Practicum will result in Wilson Reading System Level I
Certification.
Prerequisite
Wilson Reading System Introductory Workshop (completed within
the last five years)
Duration
90 hours; This course generally spans one academic year and must be
completed within 12 months.
Graduate credit
6
Course Objectives

Understand the research base for multisensory, structured language teaching.

Understand the necessary principles of instruction used to teach students with a languagebased learning disability.

Understand the nature of dyslexia.

Understand the factors involved in the acquisition of literacy skill.

Understand the instruction and importance of transcription skills.

Know word structure including phonemes and associated graphemes, syllables, syllabication
rules, morphemes, schwa, etc.

Understand variances in children’s vocabulary acquisition as well as learning expectations.

Know the importance of core and academic (general and domain specific) vocabulary and
understand research-based instructional methods for all students, including ELLs.

Know how to appropriately select and teach vocabulary within an MSL lesson.

Know the importance of fluency as well as factors contributing to its development.

Understand differentiation of fluency instruction for students with significant deficits.

Know graphic organizers for varied types of informational texts (description, comparecontrast).

Know importance of oral language comprehension and explain how to differentiate
instruction with individuals as indicated by their cognitive profile.

Identify the instructional implications associated with different cognitive skill deficits.
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Course Components
Session 1:
Session 2:
Session 3:
Lesson Plan Review

Lesson Plan Review

WRS Lesson Procedures/Examples

WRS Sample Start-Up Lesson
 WRS Lesson Plan Review Assessment
Skills Topics I

Diagnostic Teaching and Differentiating Instruction

High Frequency/Sight Word Instruction

Vocabulary Instruction
 Fluency
WRS Step 1: Setting the Foundation

Session 4:
 Assessment for WRS Step 1
WRS Step 2: Blending/Decoding and Segmenting/Spelling Up to Six Sounds

Session 5:
Substeps 1.1-1.6
Substeps 2.1-2.6
 Assessment for WRS Step 2
WRS Step 3: Decoding and Spelling Multisyllabic Words

Substeps 3.1-3.5
Session 6:
 Assessment for WRS Step 3
Assessment for Topics I
Session 7:
 Assessment for Skills Topics I
Skills Topics II
Session 8:

Dyslexia/Neurobiological Basis of Reading/Cognitive Processes Related to
Reading Acquisition

Comprehension Strategies

Differentiation: Fine Tuning Your Wilson Instruction
 Transcription Skills: Handwriting/Spelling
WRS Step 4: Combining Syllable Patterns/Vowel-Consonant e

Session 9:
 Assessment for WRS Step 4
WRS Step 5: Combining Syllable Patterns/Open Syllables

Session 10:
Substeps 5.1-5.5
 Assessment for WRS Step 5
WRS Step 6: Suffix Endings (Unchanging Base words) and Combining
Syllables/Consonant-le Syllable

Session 11:
Substeps 4.1-4.4
Substeps 6.1-6.4
 Assessment for WRS Step 6
Assessment for Skill Topics II

Assessment for Skills Topics II
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Materials

WRS Intensive Instruction: Online Course (Steps 1-6)

Internet access

Articles and reading assignments within online course, as assigned
Completion Requirements

Completion of all online course modules, including videos, activities, and assigned required
reading
 Participation in six different threaded discussion topics. Responses must be posted as a
thread. Discussion topics are posted in the My Talk area of the Intensive Learning
Community. Please note that participation in live chats does not count toward the threaded
discussion requirement.
 Successful completion of all nine online assessments with a grade of 80% or better:
 Wilson Reading System Lesson Plan Review
 Step 1
 Step 2
 Step 3
 Topics I Steps 1-3
 Step 4
 Step 5
 Step 6
 Topics II Steps 4-6
These assessments are self-paced. Once an assessment has been submitted electronically,
responses cannot be changed. While it is possible to re-take an assessment, it should be noted
that the first grade assigned for any assessment will be the grade of record.
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Wilson Reading System® Level I Steps 1-6 Practicum
The Wilson Reading System Level I Steps 1-6 Practicum is intended to prepare the participant to
effectively implement a multisensory structured language reading program with a student reading
and spelling below grade level, and those diagnosed with a language based learning disability.
This course will provide the participant with deeper content knowledge and skill enhancement while
engaged in a supervised practicum implementing a research-based instructional strategy. Each
participant will acquire a sophisticated working knowledge of the sound-symbol system of English
(phonology) and its structure (morphology) as well as the use of specific diagnostic methods in
teaching reading and spelling. Satisfying the requirements of this course includes the identification,
assessment and approval of a practicum student in grades 4-12 with significant word-level deficits.
This practicum student must be available for a minimum 2-3 tutoring sessions per week until
practicum requirements are met (typically one school year). Each session requires 60-90 minutes in
length.
Prerequisite
Wilson Reading System Introductory Workshop and enrollment in the
Wilson Reading System Intensive Instruction for the Non-Responsive
Reader: Online Course (Steps 1-6)
Duration
Participants are encouraged to complete Wilson Reading System
Level I Certification within the school year, if site-based. All
coursework must be completed within 12 months.
Graduate credit
3
Course Objectives

Identify the characteristics of dyslexia and related language-based learning disabilities.

Use assessments to identify students with word-level deficits who are appropriate for an
intensive intervention.

Effectively deliver multisensory structured language (MSL) instructional techniques,
demonstrating explicit teaching, modeling, guided practice, and consistent review in lessons.

Understand language processes and how they impact the development of proficient readers
and writers: phonological, orthographic, semantic, syntactic, and discourse.

Successfully incorporate the following areas of reading instruction during Wilson Reading
System lessons: phonemic awareness, phonics, word structure, fluency, vocabulary, and
comprehension.

Accurately teach the structure of the English language (presented in Wilson Reading System
Steps 1-6): consonant and vowel phonemes, syllable structure, common orthographic rules
and spelling patterns, common Latin prefixes and suffixes, etc.

Identify printed words that do not follow the rules of English and incorporate multisensory
structured language techniques for students to learn how to correctly read and spell these
words.

Diagnostically plan and deliver lessons, addressing and understanding specific student
weaknesses that impact the ability to learn to read and write.

Appropriately pace students through the curriculum, developing mastery of material taught
and designing lessons that focus on accuracy, automaticity, and fluency of word and text
reading.

Understand how to teach reading prosody linked to syntax instruction.
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
Develop students’ fluency skills through the use of modeling, repeated and wide-reading, and
practice of penciling technique for phrasing.

Develop students’ listening comprehension through instruction using Wilson Comprehension
S.O.S.

Develop students’ reading comprehension through selection and instruction of appropriate
vocabulary, Wilson Comprehension S.O.S., and close reading.

Administer pre- and posttesting assessments to document student growth in word attack,
spelling, comprehension, reading fluency, and broad reading skills.

Demonstrate an understanding of the content, including phonemic awareness, alphabetic
principle/grapheme-phoneme mastery, syllabication, and morphological awareness.

Demonstrate strategies to teach sight words, vocabulary, and comprehension.
Course Components

Student assessment and approval






Observation 1
Observation 2
Observation 3
Observation 4
Observation 5
Student posttesting/report
Materials



High-speed internet
WRS Starter Set (1 per participant)
Word Identification and Spelling Test (WIST)
Completion Requirements







Completion of five observations
Demonstration of mastery of the WRS Lesson Plan procedures
Demonstration of an understanding of language concepts through accurate teaching with
multisensory procedures (Steps 1-6)
Completion of a minimum of 60 lessons with a students, with a lesson plan written for each
lesson
Submission of a pretesting report
Development of a teacher and student notebook and students’ written work in accordance
with WLT program standards
Conducting a posttest and submission of a Practicum Student Report
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Advanced WRS Courses
Advanced coursework provides in-depth strategies to implement multisensory, structured language
instruction successfully in group settings and advanced levels of decoding and encoding.
Successful completion of the following four advanced courses results in WRS Level II Certification:
 WRS Advanced Strategies for MSL Group Instruction Workshop
 WRS Group Mastery Practicum
 WRS Advanced Word Study Online Course (Steps 7-12)
 WRS Steps 7-12 Practicum
Wilson Reading System® Advanced Strategies for Multisensory Structured
Language Group Instruction Workshop
This three-day (15-hour) workshop delves into essential techniques and strategies to improve all
aspects of Wilson Reading System group instruction through hands-on practice and discussion, and
prepares participants for the Group Mastery Practicum. The workshop examines the specifics of each
Wilson Reading System Block, with an increased focus on vocabulary, comprehension, and fluency
instruction.
Prerequisite
Wilson Reading System Level I Certification
Duration
3 consecutive days (15 hours)
Graduate credit
1
Course Objectives

Identify factors for successful Wilson Reading System group instruction.

Review the planning for and execution of Wilson Reading System Lesson Blocks 1, 2, and 3 for
maximum group success.

Learn a model for tiers 2 and 3 literacy planning beyond grade 3.

Review RTI and multi-tiered systems of support (MTSS) models.

Discuss important considerations for individuals with disabilities in relation to Common Core
State Standards.

Understand key considerations for determining appropriate grouping of students for MSL
instruction.

Learn how to set up a successful classroom environment.

Define and identify core and academic vocabulary and understand how to integrate into
Wilson Reading System lessons.

Learn ways to teach roots and create root word maps with students.

Learn group management and tips for use throughout Wilson Reading System lessons.

Develop frames to encourage student independence of written work.

Deepen understanding of schwa and how to teach it for reading and spelling.

Explain the different purposes of controlled decodable and non-controlled decodable text in
the development of fluency.

Describe three factors of text complexity and explain key factors of quantitative measures.
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
Practice WRS Comprehension S.O.S and close reading instruction.

Learn comprehension progression in detail for 12 Steps of Wilson Reading System.

Understand importance of listening comprehension instruction with enriched text.

Describe different types of narrative and informational texts.

Explain how information form Coh-Metrix Text Easability Assessor can inform instruction of
referential and deep cohesion of text.

Develop different types of comprehension questions, including some that are word rather
than text dependent.

Explain the dimensions of Interactive Comprehension Modeling.

Describe “considerate” and “inconsiderate” qualitative dimensions of text.

Determine how fluency is measured including Words Correct per Minute (wcpm) and
prosody.

Learn how to record miscues when student orally reads.

Develop fluency instruction lessons that include phrasing and prosody.

Develop a word-conscious lesson.

Understand the role of spelling in writing fluency.

Determine how to incorporate complex text in both literary and informational text structures.

Understand and practice important aspects of fluency instruction with Wilson Fluency®/Basic.
Course Components
Session 1

Need for Intensive Intervention

Five Factors for Successful WRS Group Instruction

Creating Word Consciousness

WRS Lesson Block 1

Practice WRS Lesson Block 1

WRS Lesson Block 2

The Role of Spelling in Writing Fluency

Schwa

Introduction to WRS Block 3: Fluency, Comprehension, and Text Complexity

WRS Lesson Block 3 Continued

Text Complexity: Informative & Narrative Text Structures

Wilson Fluency Basic/Formalized Fluency Instruction

Wilson Reading System Group Mastery Practicum and Wilson Reading System Level II
Certification

Wilson Academy
Session 2
Session 3
Materials

Wilson Reading System Advanced Strategies for Multisensory Structured Language Group
Instruction Course Manual
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PAGE 11 of 19







Wilson Reading System Instructor Manual
WRS Magnetic Journal with Phoneme Tiles for WRS Steps 1.3-3.1
Selection of Word Cards from Steps 1.3-3.1
WRS Dictation Book Steps 1-6
WRS Student Readers Steps 2 & 3
WADE (with Wilson Reading System WADE User’s Guide)
Blank 3 x 5 index cards
Completion Requirements

Attend all three days of the workshop

Participate in all workshop activities

Provide workshop feedback via the course evaluation form
A minimum score of 85% on the online assessment is required in order to enroll in the WOS Group
Mastery Practicum.
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Wilson Reading System® Group Mastery Practicum
This practicum requires successful delivery of a minimum of 50 lessons with an approved group of
three to six students reaching Substep 3.1 or higher, and submission of at least three video-recorded
lessons for observation and feedback.
Prerequisite
WRS Level I Certification and enrollment in or completion of
corresponding advanced coursework (Wilson Reading System
Advanced Strategies for Multisensory Structured Language Group
Instruction Workshop)
Duration
All coursework must be completed within 15 months.
Graduate credit
3
Course Objectives

Identify the characteristics of dyslexia and related language-based learning disabilities.

Know principles from psychology that impact teaching and learning, and understand how
these relate to MSL instruction.

Use assessments to identify students with word-level deficits who are appropriate for an
intensive intervention in a small, homogeneous group setting.

Diagnostically plan and deliver group lessons while addressing and understanding individual
student weaknesses that impact the ability to learn to read and write.

Understand how to create more systematic and scaffolded instruction, as needed, for
students within a group setting.

Plan and conduct group lessons that address the individual needs within the group while
fostering a positive instructional climate and setting clearly established rules and routines.

Guide students to correct errors through questioning and the use of their notebooks.

Appropriately pace a group of students through the curriculum, developing mastery of
material taught and designing group lessons that focus on accuracy, automaticity, and fluency
of word and text reading.

Effectively deliver multisensory, structured language (MSL) instructional techniques,
demonstrating explicit teaching, modeling, guided practice, appropriate feedback, and
consistent review in lessons in the group setting.

Deepen skills developed in the Level I Certification including:
o Understand language processes and how they impact the development of
proficient readers and writers: phonological, orthographic, semantic,
syntactic, and discourse.
o Successfully incorporate the following areas of reading instruction during
WRS Lessons: phonemic awareness, phonics, word structure, fluency,
vocabulary, and comprehension.
o Accurately teach the structure of the English language (presented in WRS
Steps 1-6): consonant and vowel phonemes, syllable structure, common
orthographic rules and spelling patterns, common Latin prefixes and suffixes,
etc.
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PAGE 13 of 19
o
o
o
o
o
Identify printed words that do not follow the rules of English and incorporate
multisensory structured language techniques for students to learn how to
correctly read and spell these words.
Develop students’ fluency skills through the use of modeling, repeated and
wide-reading, and practice of penciling technique for phrasing.
Develop students’ listening comprehension through instruction in using
Wilson Comprehension S.O.S.
Develop students’ reading comprehension through selection and instruction
of appropriate vocabulary, Wilson Comprehension S.O.S., and close reading.
Administer pre-and posttesting assessments to document student growth in
word attack, spelling, comprehension, reading fluency, and broad reading
skills.
Course Components

Successful delivery of 50 lessons (at minimum) with an approved group of three to six
students reaching Substep 3.1 or higher

Submission of three video-recorded lessons for observation and feedback
Materials







Wilson Reading System Group Mastery Practicum Handout Packet
Group Lesson with Younger Students video
WRS Starter Set
WRS Student Readers Steps 1-6
WRS Magnetic Journal with Phoneme Tiles
Three-ringed binder of WRS Student Notebook for each student
Three-ringed binder for each teacher
Completion Requirements

Submit a pretesting report, including educational history and current test results of each
practicum student.

Conduct small-group student instruction with a minimum of 50 lessons in accordance with
the WRS Group Mastery Practicum Study Guide.

Provide documentation of written lesson plans.

Submit a minimum of three video-recorded lessons submitted for observational review and
feedback.

Develop teacher and student notebooks and students’ written work in accordance with
Wilson Language Training program standards.

Develop and maintain a Class Progress Monitoring Graph.

Demonstrate mastery of lesson plan procedures with an emphasis on both accuracy and
fluency (documented and approved by Wilson Trainer) delivered in a group setting.

Demonstrate understanding of language concepts through accurate teaching with
multisensory procedures to a group of students.

Demonstrate student success and mastery of decoding, encoding, and comprehension skills
for a group of students.
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
Conduct posttesting and submit the Group Mastery Practicum Students Final Report and
related documents after a minimum of 50 lessons and achievement of WRS Step 3.1.
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PAGE 15 of 19
Wilson Reading System® Advanced Word Study: Online Course (Steps 7-12)
Advanced coursework provides in-depth strategies to implement multisensory, structured language
instruction. This 55-hour online course provides instruction in advanced concepts of decoding and
encoding to effectively use multisensory techniques to teach more complicated structures of the
English language. The Advanced Word Study course is aligned with the systematic sequence of Wilson
Reading System Steps 7-12, including spelling option procedures, additional suffixes, contractions,
and the following syllable types: r-controlled, and vowel digraph/diphthong. Detailed instruction is
provided for each of the substeps through video demonstrations by Barbara Wilson, animations, text,
printable materials and assessments.
Prerequisite
Completion of Word Study (WRS Steps 1-6) Online Course
Duration
55 hours; must be completed within 15 months
Graduate credit
3
Course Objectives

Learn specific procedures to teach the concepts presented in Wilson Reading System Steps 712: consonant and vowel phonemes, syllable structure, common orthographic rules and
advanced spelling patterns, including spelling option procedures, common Latin and Greekbased prefixes and suffixes, etc.

Deepen understanding of word structure and its instruction with students who have
significant word-level deficits.

Master the terminology related to phonological coding deficits.

Develop an understanding of instructional guidelines for ELL students within an MSL program.

Increase understanding of teaching academic vocabulary including morphological awareness
and advanced affix word structure.
Course Components
Session 1:
Session 2:
Session 3:
Session 4:
Introduction to Sound Options, Contractions (WRS Step 7)
Decoding words with sound options for g and c; spelling options for /j/ and /s/
Additional spelling options for /f/, /j/, and /ch/
Decoding and spelling for sounds tion- /shun/ and sion /shun/ and /zhun/
R-Controlled Syllable (WRS Step 8)
Decoding and spelling r-controlled syllable (ar, er, ir, or, ur) in one-syllable words
Decoding and spelling r-controlled syllable in multisyllabic words
R-controlled syllable exceptions
Vowel Digraph/Dipthong “D” Syllable (WRS Step 9)
Decoding and spelling “d” syllable (ai, ay, ee, ey, oa, oe, ue, oi, oy, au, aw, ou, ow, oo,
ea, eu, ew, ui)
Spelling option procedure for “d” syllable
Adding Suffixes to Changing Basewords (WRS Step 10)
Decoding and spelling words with exceptions to the v-e syllable
Spelling rules: adding suffixes to words ending in a silent e (silent-e spelling rule)
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Session 5:
Session 6:
Identifying 1-1-1 words – words with 1 syllable (closed or r-controlled) with one
vowel followed by a consonant
Spelling rules: adding suffixes to 1-1-1 words
Spelling rule: adding suffixes to multisyllabic words ending in an accented 1-1-1
syllable
Additional suffixes: ic, al, ible, ous, ist, ism, ity, ize, ary, ery, ory, ent, ence, ant, ance
Additional i, e, y Vowel Work (WRS Step 11)
Decoding and spelling words with y in open, closed, and v-e syllables
Spelling Rule: Y spelling rule
Decoding and spelling words with i in open syllable, and i pronounced as /y/
Decoding and spelling words with the sound of ie, ei, igh, and eigh
Advanced Concepts (WRS Step 12)
Decoding and spelling words with the exception to the “d” syllable
Decoding and spelling words with silent letters: rh, gh, mb, mn, kn, gn, wr
Identifying how /w/ effects the vowels a and o
Spelling options for /k/: ch, que
Decoding and spelling words with the sounds of ti, ci, tu, and ture
Adding prefixes to Latin roots
Materials
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High speed internet access
Wilson Reading System Instructor Manual
WADE
WRS Rules Notebook
WRS Dictation Book Steps 7-12
WRS Sound Cards
WRS Syllable Cards (Steps 7-12)
WRS Student Readers 7-12
Magnetic Journal with Phoneme Tiles
Completion Requirements
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Completion of all online course modules, including videos, activities, and assigned required
reading.
Completion of 6 online assessments for each course component. (See above in “Course
Components.”) Participant must receive a grade of 80% or higher on each assessment to
successfully complete this course. These assessments are self-paced. Once an assessment has
been submitted electronically, responses cannot be changed. While it is possible to re-take an
assessment, it should be noted that the first grade assigned for any assessment will be the
grade of record
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Wilson Reading System® Steps 7-12 Practicum
In the Wilson Reading System Steps 7-12 Practicum, participants focus on advanced word study and
application of reading and writing skills with progressively more challenging levels of text. The
practicum requires successful delivery of a minimum of 50 lessons with an approved student, and
submission of at least two videotaped lessons for observation and feedback.
Prerequisite
Wilson Reading System Level I Certification and enrollment or
completion of corresponding advanced coursework [Wilson Reading
System Advanced Word Study: Online Course (Steps 7-12)].
Duration
All coursework must be completed within 15 months.
Graduate credit
3
Course Objectives
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Identify the characteristics of dyslexia and related language-based learning disabilities.

Use assessments to identify students with word-level deficits who are appropriate for an
intensive intervention.
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Appropriately pace a student through the upper-steps of the WRS curriculum, developing
mastery of material taught, designing lessons that focus on accuracy, automaticity, and
fluency of word and text reading.
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Accurately teach the structure of the English language (presented in WRS Steps 7-12):
consonant and vowel phonemes, syllable structure, common orthographic rules and
advanced spelling patterns including spelling option procedures, common Latin and Greekbased prefixes and suffixes, etc.

Further deepen the skills developed in Level I Certification, including:
o Effectively deliver advanced multisensory structured language (MSL) instructional
techniques; demonstrating explicit teaching, modeling, guided practice, and
consistent review in lessons.
o Understand language processes and how they impact the development of proficient
readers and writers: phonological, orthographic, semantic, syntactic, and discourse.
o Successfully incorporate the following areas of reading instruction during WRS
Lessons: phonemic awareness, phonics, advanced word structure, fluency,
vocabulary, and comprehension.
o Identify printed words that do not follow the rules of English and incorporate
multisensory structured language techniques for students to learn how to correctly
read and spell these words.
o Diagnostically plan and deliver lessons, addressing and understanding specific
student weaknesses that impact the ability to learn to read and write.
o Administer pre-and posttesting assessments to document student growth in word
attack, spelling, comprehension, reading fluency, and broad reading skills.
Course Components
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Student Assessment and Approval
Observation 1
Observation 2
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
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Observation 3
Student Posttesting and Report
Materials
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Wilson Reading System Steps 7-12 Practicum Handout Packet
Wilson Reading System Instructor Manual
WADE
WRS Rules Notebook
WRS Dictation Book 7-12
WRS Sound Cards
WRS Syllable Cards (Steps 7-12)
WRS Student Readers 7-12
WRS Magnetic Journal with Phoneme Tiles
Completion Requirements

Submit a pretesting report, including educational history and current test results of practicum
student.

Deliver 50 practicum lessons (at minimum), typically completed in one school year, starting at
WRS Substep 7.1 in accordance with the WRS Steps 7-12 Practicum Study Guide. The student
must receive instruction in three 60-minute or two 90-minute lessons per week (at
minimum). Practicum student must reach WRS Substep 10.3 of the program.
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Provide documentation of written lesson plans.
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Submit a minimum of two video-recorded lessons submitted for review and feedback.
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Demonstrate proficiency in implementing all WRS procedures.
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Develop teacher and student notebooks and students written work in accordance with WLT
program standards.
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Develop and maintain an Individual Progress Monitoring Record.
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Demonstrate mastery of lesson plan procedures with an emphasis on both accuracy and
fluency for the upper-steps of the program (documented and approved by Wilson Trainer).

Demonstrate an understanding of advanced language concepts through accurate teaching
with multisensory procedures.
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Demonstrate student success and mastery of decoding, encoding, and comprehension skills.

Conduct posttest assessment and submit WRS Steps 7-12 Practicum Student Final Report,
WRS 7-12 Proficiency Exam, and related documents after a minimum of 50 lessons and
achievement of WRS Step 10.3.
© 2014 WILSON LANGUAGE TRAINING. ALL RIGHTS RESERVED. (AUGUST 2015)
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PAGE 19 of 19