A program that has addressed the needs of students with mild to moderate disabilities is the Wilson Reading Fundations Program for K-3. The targeted goal of the Wilson Language Training is to help students become fluent, accurate readers. It is a phonology, phonics, and spelling program that includes the basic components of the Wilson Reading System where emphasis is placed on systematic phonics and the study of word structure. Instruction is cumulative and scaffolds all presented skills.
The Wilson Fundations Program was administered to a small group of four children in grade 2, with mild to moderate learning disabilities. This independent study investigated the claims, by asking the questions, \"What is the effectiveness of the Wilson Fundations Program when applied to a group of children with mild to moderate special needs,\" and \"What progress has each child made on each of the seven units assessed as contained in Level 1 of the Wilson Fundations Program?\" Assessments have been used to monitor students' progress throughout the study. The students were pretested in September of 2002, prior to any instruction of the Wilson Fundations Program. Additional assessments consisted of seven unit test scores after children had completed each unit of study consecutively throughout this study. The final post assessments were administered at the end of March, 2003. Significantly, 100% of the second grade sample succeeded at increasing their knowledge in phonemic awareness and spelling.
","abstract_html":"<p>A program that has addressed the needs of students with mild to moderate disabilities is the Wilson Reading Fundations Program for K-3. The targeted goal of the Wilson Language Training is to help students become fluent, accurate readers. It is a phonology, phonics, and spelling program that includes the basic components of the Wilson Reading System where emphasis is placed on systematic phonics and the study of word structure. Instruction is cumulative and scaffolds all presented skills.</p> <p>The Wilson Fundations Program was administered to a small group of four children in grade 2, with mild to moderate learning disabilities. This independent study investigated the claims, by asking the questions, "What is the effectiveness of the Wilson Fundations Program when applied to a group of children with mild to moderate special needs," and "What progress has each child made on each of the seven units assessed as contained in Level 1 of the Wilson Fundations Program?" Assessments have been used to monitor students' progress throughout the study. The students were pretested in September of 2002, prior to any instruction of the Wilson Fundations Program. Additional assessments consisted of seven unit test scores after children had completed each unit of study consecutively throughout this study. The final post assessments were administered at the end of March, 2003. Significantly, 100% of the second grade sample succeeded at increasing their knowledge in phonemic awareness and spelling.</p>","abstract_has_math":false,"creators":["Sessa, Annette J."],"institution":null,"degree_name":"M.A. in Learning Disabilities","degree_level":"Thesis","degree_discipline":"Interdisciplinary and Inclusive Education","degree_department":null,"school":null,"contributors":["Urban, Stanley"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2003,"date_issued":"2003-05-12T07:00:00Z","date_published":"2003-05-12T07:00:00Z","updated_at":"2026-07-24T04:14:25Z","subjects":["Learning disabled children; Reading (Primary); Second grade (Education)","Disability and Equity in Education"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://rdw.rowan.edu/etd/1376","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Urban, Stanley"]},{"key":"dc:creator","label":"Author","values":["Sessa, Annette J."]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2016-05-11T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Interdisciplinary and Inclusive Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Thesis"]},{"key":"thesis:degree_name","label":"Degree Name","values":["M.A. in Learning Disabilities"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Learning disabled children; Reading (Primary); Second grade (Education)","Disability and Equity in Education"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://rdw.rowan.edu/etd/1376"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["A program that has addressed the needs of students with mild to moderate disabilities is the Wilson Reading Fundations Program for K-3. The targeted goal of the Wilson Language Training is to help students become fluent, accurate readers. It is a phonology, phonics, and spelling program that includes the basic components of the Wilson Reading System where emphasis is placed on systematic phonics and the study of word structure. Instruction is cumulative and scaffolds all presented skills.
The Wilson Fundations Program was administered to a small group of four children in grade 2, with mild to moderate learning disabilities. This independent study investigated the claims, by asking the questions, \"What is the effectiveness of the Wilson Fundations Program when applied to a group of children with mild to moderate special needs,\" and \"What progress has each child made on each of the seven units assessed as contained in Level 1 of the Wilson Fundations Program?\" Assessments have been used to monitor students' progress throughout the study. The students were pretested in September of 2002, prior to any instruction of the Wilson Fundations Program. Additional assessments consisted of seven unit test scores after children had completed each unit of study consecutively throughout this study. The final post assessments were administered at the end of March, 2003. Significantly, 100% of the second grade sample succeeded at increasing their knowledge in phonemic awareness and spelling.
"]},{"key":"dc:title","label":"Title","values":["A study of the effectiveness of the Wilson Fundations Program when applied to a group of children with mild to moderate special needs"]}]}],"canonical_facts":{"dc:contributor":["Urban, Stanley"],"dc:creator":["Sessa, Annette J."],"dc:date.available":["2016-05-11T07:00:00Z"],"dc:description.abstract":["A program that has addressed the needs of students with mild to moderate disabilities is the Wilson Reading Fundations Program for K-3. The targeted goal of the Wilson Language Training is to help students become fluent, accurate readers. It is a phonology, phonics, and spelling program that includes the basic components of the Wilson Reading System where emphasis is placed on systematic phonics and the study of word structure. Instruction is cumulative and scaffolds all presented skills.
The Wilson Fundations Program was administered to a small group of four children in grade 2, with mild to moderate learning disabilities. This independent study investigated the claims, by asking the questions, \"What is the effectiveness of the Wilson Fundations Program when applied to a group of children with mild to moderate special needs,\" and \"What progress has each child made on each of the seven units assessed as contained in Level 1 of the Wilson Fundations Program?\" Assessments have been used to monitor students' progress throughout the study. The students were pretested in September of 2002, prior to any instruction of the Wilson Fundations Program. Additional assessments consisted of seven unit test scores after children had completed each unit of study consecutively throughout this study. The final post assessments were administered at the end of March, 2003. Significantly, 100% of the second grade sample succeeded at increasing their knowledge in phonemic awareness and spelling.
"],"dc:identifier":["https://rdw.rowan.edu/etd/1376"],"dc:subject":["Learning disabled children; Reading (Primary); Second grade (Education)","Disability and Equity in Education"],"dc:title":["A study of the effectiveness of the Wilson Fundations Program when applied to a group of children with mild to moderate special needs"],"thesis:degree_discipline":["Interdisciplinary and Inclusive Education"],"thesis:degree_level":["Thesis"],"thesis:degree_name":["M.A. in Learning Disabilities"]},"updated_at":"2026-07-24T04:14:25Z"}