The Effect of the Wilson Reading System Intervention Program On At-Risk, Second Grade Students Ability to Decode Words

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.