This class is no longer available, but we found something similar!
5.0 (2) · Ages 4-18
One-On-One Private English Language Class (ESL)
5.0 (2) · Ages 9-11
Intro to Writing With Fascinating Topics (IEW, Ages 9-11) - Year 1 Session B
5.0 (1) · Ages 15-18
Homeschool High School Literature Full ELA Curriculum | Novel Study | Book Club
5.0 (26) · Ages 12-17
Spar Lit Sr.: Understanding Great Essays Through Speech and Debate Techniques
5.0 (10) · Ages 8-12
Harry Potter Book Club #2
5.0 (1) · Ages 4-6
Level 2 Back to School - CVCe Magic e/ Slight e Long Vowels Reading Camp with Sensory Sight words Writing, Show and Tell & More! (Kindergarten/First Grade/ ESL/ ELL Winter, Spring, Summer & Fall)
Multisensory Phonics for Word Recognition (Decoding) & Spelling (Encoding) - IX
In this class, Dr. Wieland, a credentialed Wilson Reading System Dyslexia Practitioner, provides small-group comprehensive instruction related to decoding, encoding, vocabulary, fluency, & comprehension, covering the first half of Book 9.
Dr. Karen Wieland (Literacy/dyslexia & Latin)
415 total reviews for this teacher
5 reviews for this class
Completed by 6 learners
There are no upcoming classes.
Once per week
over 10 weeks
learners per class
per learner - per class
How does a "Multi-Day" course work?
Meets multiple times at scheduled times
Live video chats, recorded and monitored for safety and quality
Discussions via classroom forum and private messages with the teacher
Great for engaging projects and interacting with diverse classmates from other states and countries
How Outschool Works
There are no open spots for this class.
You can request another time or scroll down to find more classes like this.
[This course is reserved for students continuing their WRS instruction with Dr. Wieland.] In the course, Dr. Wieland uses the Wilson Reading System approach. The Wilson Reading System (WRS) is one of several structured, systematic, sequential, multisensory phonics programs that is often recommended for students who experience dyslexia or similar language-related learning difficulties/disabilities. - This instructional approach is structured because it teaches through direct instruction...
The small group of learners enrolled in this Level VIII course entitled "Multisensory Phonics for Word Recognition (Decoding) & Spelling (Encoding)- IX” will be beginning midway through Book 8 out of 12 in the Wilson Reading System program and continuing onto Book 9. Book 8 introduces r-controlled patterns, first in one-syllable words, then in multisyllabic words. A good deal of time is spent on high-frequency r-controlled sounds before students learn the vowel-rr exception and the sound-alike suffixes -ar, er-, and -or. Book 9 introduces vowel patterns, starting with the most stable, predictable patterns and working through to the most complicated patterns that have multiple pronunciations. NOTE: If the student did not take the Level VIII course with me, I will need to see his or her most recent WADE (or other posttest) results from his or her previous Wilson practitioner, in order to correctly group the students according to their progress in the Wilson program. HOW DO I KNOW IF THIS TYPE OF INSTRUCTION IS RIGHT FOR MY CHILD? -- If your child's reading fluency (word recognition accuracy, reading rate, expression/prosody) AND his/her spelling are significantly below grade-level expectations, or if his/her spelling alone is significantly below grade-level, s/he likely would benefit from a structured, systematic, sequential, multisensory phonics approach. -- If your child has been diagnosed by a school psychologist or educational psychologist as experiencing dyslexia or another language-based learning disability, s/he likely would benefit from a structured, systematic, sequential, multisensory phonics approach. WHAT THEORETICAL MODEL SUPPORTS THIS APPROACH TO TEACHING DECODING AND ENCODING SKILLS AND STRATEGIES? According to LaBerge and Samuel’s theory of automatic information processing in reading (Samuels, 2004/1994), a reader has only finite cognitive capacity (attention, working memory) to devote to the reading process. If the reader has to use too much of his/her cognitive capacity for the purposes of word recognition, then this limits his/her ability to focus on meaning-making. This theory suggests that the more automatic an individual’s word recognition abilities, the more attention can be allocated to text comprehension and learning from text. Similarly, a writer who devotes most of his/her cognitive capacity to spelling has less attention or working memory free to devote to meaning-making and communication. One of the ways to increase a reader’s word recognition abilities is to teach him/her strategies for figuring out words that s/he does not recognize automatically on sight, including phonic decoding and orthographic analogy strategies. By applying knowledge of common graphophonic and orthographic patterns to the analysis of an unfamiliar word, a reader can often arrive at a correct (or close-to-correct) pronunciation of the word. Then the reader can compare this pronunciation to words stored in his/her lexicon (the individual’s mental storehouse of word meanings) in order to comprehend the word. With sufficient practice, words identified using phonic decoding and orthographic analogy strategies become familiar and eventually become part of the reader’s sight vocabulary. Similarly, one of the ways to increase a writer's spelling abilities is to teach him/her strategies for breaking words into syllables and representing those syllables in print. By applying knowledge of common syllable patterns in English, a writer can often arrive at a correct (or close to correct) spelling of a the word. With sufficient practice, words spelled using this approach become familiar and eventually become part of the learner's writing vocabulary.
I am a dedicated and creative literacy specialist with 20+ years experience working with students of all ages. I hold permanent certification from New York State in Reading (grades K-12). I am also a certified Wilson Reading System dyslexia practitioner. I have extensive experience with Orton-Gow methods for literacy re/mediation; the foundation for that work was the introductory training I received through the Gow Teacher Training Institute. I taught Orton-Gow (Reconstructive Language) at the Gow School and the Gow School Summer Program for several years. Across the past decade, as a teacher educator and university reading center director, I helped to prepare several hundred reading teachers and literacy specialists in NY and PA. I completed my undergraduate degree at The Catholic University of America School of Music. My doctoral and master’s degrees were earned at the University at Buffalo School of Education, under the advisement of Dr. Michael W. Kibby, a nationally known literacy diagnostician and scholar. I have presented my research at several national and international conferences, including Literacy Research Association, International Reading Association, and International Dyslexia Association.
The Wilson program recommends 180-240 minutes of instruction per week; however, this class only meets for 75 minutes. For that reason, Dr. Wieland asks parents to team up with her by using similar routines with students 15-20 minutes a day. Each week, parents and students are provided with a copy of the lesson materials used in the class as well as additional words, sentences, and controlled passages to use for homework. In addition, about 45 minutes of daily independent or shared reading of self-selected texts is strongly encouraged.
During the classes, students will need to have the following supplies on their workspace: -- a small handheld whiteboard -- whiteboard markers -- whiteboard eraser or wipes -- 200 3 x 5 index cards, blank -- looseleaf paper Wilson Sound Cards, 4th edition ($17.90 plus S+H) https://store.wilsonlanguage.com/wrs-letter-sound-cards-4th-edition/ Wilson Student Reader 9, 3rd edition ($9.90 plus S+H) https://store.wilsonlanguage.com/wrs-student-reader-9/
Each 10-part Wilson lesson involves assessment of word recognition in Part 4 and assessment of spelling in Parts 6-8 as well as informal assessment of oral reading fluency in Parts 5, 9, & 10. Based on student results on these assessments, Dr. Wieland determined whether to deliver another lesson at the same substep of the program the following week or climb up a substep. At the end of each Wilson "Book" (level), Dr. Wieland administers the recommended post-tests.
1 hour 15 minutes per week in class, and an estimated 1 - 2 hours per week outside of class.
Dr. Karen Wieland (Literacy/dyslexia & Latin)
Highly experienced literacy specialist; Wilson Dyslexia Practitioner; Latin language teacher
🇺🇸Lives in the United States
415 total reviews
337 completed classes
Hello! My name is Dr. Karen Wieland. I am a NYS-certified teacher (Reading K-12) and a former high-school teacher and college professor with 25+ years of teaching experience. I currently run a thriving independent practice as a dyslexia/literacy...