The Effect of the Wilson Reading System Intervention Program On At-Risk, Second Grade Students Ability to Decode Words
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2021-05-08
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Masters of Education
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Abstract
The purpose of this study was to determine the effects of the Wilson Reading System
Intervention Program on second grade students’ ability to decode words as measured by select
subtests of the DIBELS. This was a quasi-experimental, posttest only, ability matched
comparison group design. Students had a history of reading difficulties. There were 7 subjects in
each group. The mean Correct Letter Sounds (CLS) score of the experimental group (Mean =
39.43, SD = 11.82) was not significantly different from the mean CLS score of the control group
(Mean = 34.57, SD = 20.42) [t(6) =0 .51, p = .63]. The mean Word Reads Correctly (WRC)
score of the experimental group (Mean = 12.43, SD = 3.69) was not significantly different from
the mean WRC score of the control group (Mean = 7.86, SD = 7.82) [t(6) = 1.40, p = .21].
Research should continue as the sample size, method of instruction, and length of the
intervention due to the COVID-19 pandemic may have impacted the results of the study.