Monitoring the Effectiveness of the Wilson Reading System for Students with Disabilities: One District's Example

Abstract

The current study detailed the manner in which one school district monitored the effectiveness of the Wilson Reading System for students with disabilities who were experiencing difficulty with reading. Effectiveness was measured by growth in the reading skills that have been documented to be critical for successful readers. Twenty fourth- and fifth-grade students participated in the Wilson Reading System for two consecutive years. Pretest and posttest reading scores from the Scholastic Reading Inventory and the Woodcock-Johnson III Tests of Achievement were examined. Results revealed gains in the students' reading comprehension skills as well as their overall basic reading skills, including word decoding and reading fluency. Limitations of this type of applied research are discussed.

Notes

This study reflected data from a research project encompassing the 2005–2006 and 2006–2007 academic years that was funded by a State school improvement grant. The current sample data were part of a larger longitudinal study that, in part, has been summarized in a state association newsletter (Stebbins, Clippard, & Wilson, 2006).

The authors wish to thank Becky Stanley and Stacy Cooper for sharing their expertise and giving their assistance in conducting this study.