Thesis

The effects of the Wilson Reading System and Fundations on the decoding skills of elementary students with reading disabilites

The present study examined through a comparative research study the effects of the Wilson Reading System and Fundations on the decoding skills of students with disabilities in grades 2 through 5. Students either did, or did not, receive (over a 12-session period) instruction in these decoding programs. Students' decoding skills were evaluated based using the Gray Diagnostic Reading Tests-2nd Edition (Phonetic Analysis subtest). Results were analyzed according to treatment group and individually, according to disability-visual processing or auditory processing. No statistically significant differences between participant and non-participant groups were found due in part to the small sample size. Recommendations for continued research focus on a duplicate study on a larger scale and studies of the effects of Wilson Reading System and Fundations on other essential elements of literacyincluding fluency, vocabulary, and comprehension. KEYWORDS: Wilson Reading System, Fundations, decoding skills, reading instruction, learning disabilities

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