Wilson Reading System vs. Orton-Gillingham: Comprehensive Analysis

 Wilson Reading System vs. Orton-Gillingham: Comprehensive Analysis

Both the Wilson Reading System and Orton-Gillingham approach are structured literacy programs designed to help struggling readers, particularly those with dyslexia. Let me provide a detailed comparison of these two important methodologies.

Historical Background

Orton-Gillingham (OG):

• Developed in the 1930s by neuropsychiatrist Dr. Samuel Orton and educator Anna Gillingham
• One of the first methodologies specifically designed for students with dyslexia
• Established the foundation for many subsequent structured literacy programs
• Not a specific program but an approach/methodology that has inspired many programs

Wilson Reading System (WRS):

• Developed in the 1980s by Barbara and Edward Wilson
• Barbara Wilson was trained in OG methodology
• Designed as a complete curriculum based on OG principles
• Has become one of the most widely implemented structured literacy programs

Core Principles and Similarities

Both approaches share fundamental principles:

• Systematic and explicit instruction in phonology and phonemic awareness
• Sequential introduction of concepts from simple to complex
• Multisensory teaching techniques (visual, auditory, kinesthetic, tactile)
• Direct instruction in sound-symbol relationships
• Cumulative approach where new material builds on previously mastered content
• Diagnostic teaching with continuous assessment and adjustment
• Emphasis on mastery before advancing

Key Differences

Program Structure

Wilson Reading System:

• Highly structured 12-step program with specific materials and lesson plans
• More standardized implementation with scripted lessons
• Typically delivered in 60-90 minute blocks
• Designed as a complete curriculum with dedicated materials
• Often implemented as a tier 3 intervention (intensive intervention)

Orton-Gillingham:

• More flexible framework that can be adapted by trained teachers
• Allows for greater customization based on student needs
• Can be implemented in various time frames and contexts
• Often requires teachers to create or adapt their own materials
• Can be implemented at various tiers of intervention

Scope and Sequence

Wilson Reading System:

• 12 sequential steps with specific skill progression
• More prescribed sequence of skills introduction
• Detailed rules for syllable division and word structure
• Incorporates specific fluency drills (penciling technique)
• Systematically incorporates morphology in later stages

Orton-Gillingham:

• More variable depending on the specific implementation
• Generally moves from simple to complex phonological concepts
• May incorporate morphology earlier in some implementations
• Can vary significantly between different OG-based programs
• Often relies more on teacher discretion for pacing

Target Population

Wilson Reading System:

• Initially designed for students in grade 3 through adults
• Focused on students with word-level deficits
• Particularly suitable for students reading below grade level
• Often used in special education settings
• Has additional programs (Fundations, Just Words) for different needs

Orton-Gillingham:

• Can be adapted for students of all ages, including very young students
• Various implementations for different populations
• Often used with students with dyslexia but adaptable to other needs
• Used in both mainstream and special education settings

Training Requirements

Wilson Reading System:

• Structured, specific training program for educators
• Multiple levels of certification available
• More standardized training requirements
• Level I certification requires approximately 90 hours
• Level II certification requires approximately 200 additional hours

Orton-Gillingham:

• Training varies widely depending on the certifying organization
• Several organizations provide OG training and certification
• Training can range from basic introductory courses to comprehensive certification
• Generally requires supervised practicum experience
• Academy of Orton-Gillingham Practitioners and Educators (AOGPE) certification is considered the gold standard

Research Base

Wilson Reading System:

• More recent research specifically on the Wilson program
• Several studies showing efficacy for struggling readers
• Meets ESSA "strong" evidence criteria for grades 4-12
• Research specifically focused on the program as implemented

Orton-Gillingham:

• Longer history of research as the foundational approach
• Research on OG is often on principles rather than specific implementations
• Studies show effectiveness for students with dyslexia across diverse implementations
• Challenges in research due to variability in implementation

Components of Instruction

Phonological Awareness

Wilson Reading System:

• Explicit instruction in phonological awareness
• Sound-tapping procedure for segmenting and blending
• "Sound cards" used to represent individual phonemes
• Emphasis on phoneme manipulation

Orton-Gillingham:

• Foundational emphasis on phonological awareness
• Various techniques for phoneme awareness depending on implementation
• Often uses manipulatives for phoneme representation
• Focuses on segmenting, blending, and manipulation

Phonics Instruction

Wilson Reading System:

• Systematic introduction of sound-symbol relationships
• Uses finger tapping for sound segmentation
• Systematic word-building activities (sound cards)
• Specific sequence of sound introduction

Orton-Gillingham:

• Systematic but might vary in specific sequence
• Often uses drill cards for sound-symbol practice
• Various techniques for phoneme segmentation
• Typically includes both sound-to-symbol and symbol-to-sound practice

Fluency Development

Wilson Reading System:

• Specific techniques like "penciling" (using a pencil to track while reading)
• Quick drills with sound cards and word cards
• Structured phrase and sentence reading practice
• Timed readings of controlled texts

Orton-Gillingham:

• Various fluency-building techniques
• Repeated readings of decodable text
• Flash card drills for automaticity
• Implementation varies based on specific program

Vocabulary and Comprehension

Wilson Reading System:

• Less emphasis in early stages compared to decoding
• Vocabulary work integrated with controlled text reading
• Comprehension strategies introduced after decoding is stronger
• More structured vocabulary introduction

Orton-Gillingham:

• Variable emphasis depending on implementation
• Often integrates vocabulary instruction throughout
• Some implementations place more emphasis on comprehension strategies
• May adjust based on individual student needs

Effectiveness and Implementation

Evidence Base

Wilson Reading System:

• Strong research support for older struggling readers
• Meets ESSA "strong" evidence standards for grades 4-12
• Evidence of effectiveness for decoding, fluency, and comprehension
• Some studies show significant gains in standardized reading measures

Orton-Gillingham:

• Foundational research support for principles
• Evidence varies by specific implementation
• Long history of clinical success with dyslexic students
• Research challenges due to implementation variability

Practical Implementation

Wilson Reading System:

• More structured implementation requirements
• Standard materials and curriculum
• Easier to implement with fidelity due to scripted nature
• May require less teacher experience to implement effectively
• Higher initial cost for materials and training

Orton-Gillingham:

• More flexible implementation
• Often requires more teacher expertise and judgment
• Materials may need to be created or adapted
• Can be more challenging to implement with fidelity
• Potentially lower initial cost but more teacher preparation time

Conclusion

Both the Wilson Reading System and the Orton-Gillingham approach have proven effective for teaching struggling readers, particularly those with dyslexia. Wilson provides a more structured, standardized curriculum with specific materials and implementation guidelines, making it potentially easier to implement but less flexible. Orton-Gillingham offers a more adaptable framework that can be customized to individual student needs but may require more teacher expertise and preparation.

The choice between these approaches often depends on several factors:

• Available resources and training
• Student population and specific needs
• Setting (classroom, small group, or individual instruction)
• Teacher experience and expertise
• Implementation requirements of the school or district

Many educators find value in being trained in both approaches, allowing them to draw from the strengths of each methodology to meet the diverse needs of struggling  readers.