Wilson Fundations
Presented by:
Susan Watcher,
Agenda
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Fundations
Background
Philosophy
Principles
FUNDATIONS
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Fun
Understanding Sound/Symbol Relationships
National Reading Panel Based
Direct and Explicit Instruction
Automaticity
Tier I and Tier II Instruction
Interactive (VAKT)
Orton-Gillingham Based
Needs Based
Systematic and Sequential
Fundations Background
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Built upon the successes of Wilson Reading System
Based on theories of Dr. Orton
Barbara Wilson developed the program
Collected 10 years of data from schools using Wilson
First published in 2002
Used as a preventative and early intervention program
Meets the following components of effective reading
instruction
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Phonemic Awareness
Phonics
Fluency
Vocabulary
Comprehension
Wilson Philosophy
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We believe that the ability to read opens up a world of possibilities to the
individual. Reading is the door to personal, spiritual and intellectual
growth as well as a necessity for a secure future in today's job market. We
also believe that literacy is the cornerstone of freedom and democracy.
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We at Wilson recognize that teachers are desperate for a solution to the
current reading crisis. We understand their frustration. Our goal is to
provide teachers with the skills and materials they need to help their
students become fluent, independent readers, ready to explore the endless
possibilities the world of reading has to offer.
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Wilson Language Training Coorporation-2004
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Principles of Wilson Reading System
Fundations
(from the Wilson Reading Academy)
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Teach sounds to automaticity
Teach total word structure not just sounds
Present concepts within context of controlled, written text
Present structure of language in a systematic cumulative
manner
Teach all principles of English language structure directly and
thoroughly
Teach concepts with (VAKT) methods
Teach phonemic and syllabic segmentation
Include constant review and repetition
Use diagnostic teaching within the scope and sequence of
program
Grade Level
For K-3 Students
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Within general education setting
Tier I- prevention program ( 25 – 30 minute daily
lessons)
Tier II- “at risk” program for the lowest 30th
percent ( additional double- dose instruction 3-5x
a week)
Outside the general education setting
Tier II for schools not using Fundations in the
general education classrooms
For the lowest 30th percentile (daily and double
dose lessons 3-5x a week) (AEL in Carroll County)
Fundations Scope and Sequence
Level K
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Letter Formation (a-z)
Letter names keywords and sounds, short vowels, consonants
Word Awareness
Print awareness
Alphabetic Order
Sound Mastery
Syllable Awareness
Rhyming
Phonemic awareness skills ( sound manipulation for initial and final sounds)
Blending three sounds to read CVC words beginning with continuous
consonants
Trick words during second half of year
Sentence dictation procedures, capitalization, period, word spacing
Sentence proofreading procedures
Fundations Scope and Sequene
Level I
• Review all skills from level K
• Trick words from each unit
• Concept of consonant diagraph, keyword, and sounds (
sh, ch, th, wh, -ck)
• Spelling of “ck” at the end of words
• Sentence dictation procedures, question mark
• Bonus letters
• Glued sounds: all
• Glued sounds: an, am
• Baseword and suffix with the suffix-s
Fundations Scope and Sequence
Level I
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Plural nouns
Beginning composition skills
Glued sounds –ang –ing –ong –ung –ank –ink –onk –unk
Blending and reading words with -ng and _nk
Concept of syllable
Compound words
Syllable division rules for closed syllables
Long vowel sounds for vowel – consonant – e words
Q. Does Fundations meet the Requirements of
Reading First?
• A. Yes. The Florida Center for Reading Research, one of
three federally funded Reading First technical centers,
conducted an independent review of Fundations and its
effectiveness. The analysis confirmed the alignment with
reading research, that Fundations addresses each of the
five components required by Reading First ( phonemic
awareness, phonics, fluency and comprehension), and
noted no weaknesses in the program.
Strengths of the Fundations Program
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Meets the requirements of Reading First
Research based
Explicit, systematic and multisensory instruction
Carefully sequenced sound/symbol instruction-(ex. Commonly
confuse letter sounds b-d, e-i, o-u, and g-j are introduced 2
weeks apart)
Addresses the Five Essential Components of Reading
Instruction
*Phonemic Awareness
*Phonics
*Fluency
*Vocabulary
*Comprehension
• Can be used to compliment a core reading
program , not replace it
• Instruction is appropriate for general education
students
• Instruction for the lowest 30th or “at risk”
students can be given in small groups and provides
a “double dose” of skill instruction and practice
• Handwriting component
• Sky line, plane line, grass line and worm line grids
with illustrations
• Lower case letter instruction before upper case
letters
• Lower case letters appear more frequently in text
Progress Monitoring
Feature
• Measures students’ response to
instruction
• Targets students’ with inadequate
growth
• Identifies areas that need improvement
• Provides instructional modification
when needed
Weaknesses Of Fundations
• Volume of materials- manuals, books, journals, cards, DVD,
may require the teacher to take a large amount of time
becoming familiar with and mastering the program
• Training is necessary for the teacher to be effective. More
training is needed beyond the 3 day Applied Methods
workshop. Training is expensive.
• Key word sound/symbol cards have confusing pictures(exfor the letter e a picture of a boy(ed), for the letter i a
picture of a monkey itching for itch
• Low I.Q. students or those with language processing
difficulties may have problems learning the concepts
• Too scripted Teachers cannot present the
material word for word as recommended.
Resources
• www.wilsonfundations.com
• Fundations Teacher’s Manual Levels K-1,
Wilson Language Training Corporation