of Wilson's® Multi-tiered System of Support
Prevention and Early Intervention:
Wilson Fundations®
Just Words®
Wilson Reading System®
WRS Description
WRS Target Population
Principles of Instruction
Distinguishing Characteristics
WRS Lesson Plan
WRS Alignment to Common Core State Standards
Supplemental Support:
Wilson Fluency/Basic®

WRS Target Population

The Wilson Reading System® is designed for use with individuals who have difficulty with written language in the areas of decoding and spelling. Many students who benefit from WRS have deficiencies in phonologic awareness and/or orthographic processing which makes it challenging to learn to read and spell without an explicit, systematic, and multisensory approach.

The Wilson Reading System specifically addresses the learning style of students in grades 2-12 and adults with a language based learning disability; however, it is beneficial to any individual lacking basic reading and spelling skills. It is appropriate for students who are cognitively in the low average to high range with beginning literacy skills through grade six level skills if the student has not mastered the decoding and spelling process. It is widely used with upper elementary students, adolescents, and adults.

Students and adults struggling with reading and spelling who are candidates for a Wilson Reading program share characteristics such as:

  • unable to decode accurately
  • slow, labored readers who lack fluency
  • students who may know many words by sight, but have difficulty reading unfamiliar words and pseudo words
  • students who often guess at words
  • poor spellers
  • able to speak and understand English, but not read or write it (such as ELL students)
  • a language-based learning disability

For students in grades 4-adult who have mild to moderate gaps in their decoding and spelling proficiency but who do not have a significant language learning disability may be appropriate for Wilson Just Words class.

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