WILSON JUST WORDS® AND WILSON READING SYSTEM®
Similarities and Differences
The Wilson Reading System (WRS), published in 1988, was written for students with dyslexia or a language-based learning disability in grades 2-adult. WRS is an intensive and comprehensive program, and when delivered with fidelity, it includes all five areas of reading: phonemic awareness, word structure/phonics, fluency, vocabulary and comprehension. Although the word study aspect of the Wilson Reading System is central to the program, it is not its entirety. The Wilson Reading System curriculum, combined with the Wilson certification process, develops the diagnostic and instructional skill of a teacher to provide successful literacy instruction with even the most dyslexic student.
Wilson Just Words, published in 2009, is written 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. Wilson Just Words is a supplemental word study program with an emphasis on phonemic awareness, word study, phonics and spelling. Just Words provides “just the word study” part of the WRS curriculum at an accelerated pace. The Scope and Sequence is similar, but not exactly the same, which allows for more rapid introduction of the six syllable types and spelling rules. Just Words presents these concepts in a multisensory, systematic and cumulative way similar to the teaching principles integral to all Wilson programs.
The Wilson Reading System and Wilson Just Words programs can be selected to address the needs of similar, but different student populations. Throughout the years, for various reasons, many teachers have extracted the word study part of WRS (omitting fluency, visualization and application). At times, this has been very appropriate for their student population. Other times, however, this omission is an unfortunate oversight for students who need the more complete curriculum. The new Just Words program is intended to provide assistance to teachers who have students who can benefit from the targeted word study focus without requiring the more comprehensive work of the Wilson Reading System. It will also reiterate the importance of the Wilson Reading System’s entire lesson plan and diagnostic instruction for students who require that intensity and thoroughness.