Wilson Reading Intervention Program

A structured reading program based on scientific research in reading, spelling and comprehension.


The intention of the Wilson Reading System is to help students with reading difficulties develop all the skills listed below to become independent readers and spellers. In order to catch up to their peers, students need to improve at a faster pace than their peers; otherwise, the gap will never be closed.

Who This Course is For

Students not responding to classroom reading instruction.

An Intensive Reading Intervention Program is appropriate for students with notable difficulty with reading at the word level, recognizing words with automaticity and fluency, spelling and includes students with Dyslexia.

Course Goals

The Wilson Reading System purposefully brings about the student’s:

  • Alphabetic Principle

    Students connect the letters or graphemes of the written language to their sounds or phonemes of the spoken Language.

  • Expand Vocabulary

    Students practice, learn, analyze and manipulate morphemes which are the smallest units of meaning in a word.

  • Phonemic Awareness

    Students are able to hear, identify, segment and manipulate sounds or phonemes and link those sounds to specific letters or graphemes.

  • Reading Automaticity

    Students store words in their memory by orthographic mapping which connects the word’s sounds, spelling and meaning.

  • Expository Comprehension

    Students read expository or academic text, identify the type of text, and analyze the text in order to deconstruct the text to find the signal words and key information.

  • Spelling Automaticity

    Students are taught word structure for both reading and spelling at the same time.

  • Sound Automaticity

    With practice students are able to quickly and effortlessly recognize sounds and blend those sounds within words or syllables of multisyllabic words.

  • Expressive Language

    Students demonstrate their reading comprehension skills by practicing oral expression and retelling passages of text in sequence, coherently and with all the important story elements.

  • Understand Word Structure

    Students learn to identify, read, and spell – prefixes, suffixes, latin bases, and greek combining forms.

  • Narrative Comprehension

    Students create a movie of the story in their mind of the important story elements with sufficient detail to retell the story in their own words.


Wilson Reading System’s Intensive Intervention Program Schedule

  • Frequency

    Students meet 3 sessions per week or more.

  • Length

    Sessions are between 50 and 90 minutes long.

  • Location

    Sessions are online. The student and the Wilson Practitioner use a document camera to interact in real time.

Intake Process

Identify Difficulties

Parents provide Impact Learning Lab with assessments that identify reading difficulties. Cognitive assessments offer insights into thinking abilities that impact reading, spelling, and comprehension. Academic achievement assessments can validate the need for intensive intervention.

Explore Solutions

Parents meet with Impact Learning Certificated Wilson Reading Practitioner to determine the appropriateness of an intensive reading intervention program

If the student is a candidate for an intensive reading program, parents meet with a Dyslexia Practitioner to discuss the following:

Benchmark Test

Students complete the Word Identification and Spelling Test (WADE) to benchmark current reading level. The WADE determines the student’s knowledge of the skills taught in the Wilson Reading System for decoding, spelling, and word structures. This assessment guides instruction and determines a student’s level of mastery.

Wilson Assessment

Students complete a Wilson Assessment of Decoding and Encoding (WIST) to place students at Step 1.1 or 1.3.  At specific intervals the WIST is used to determine a students ability to produce all the sounds represented by a letter or letters, read and spell regular words, read and spell irregular words and read pseudo or nonsense words. Reading of regular, irregular and pseudo words use combinations of all six syllable types. The results of the WIST are used to gauge student progress in reading and spelling regular and irregular words.


Some districts cover the costs of an intensive reading intervention utilizing their own staff, or an outside dyslexia reading practitioner. However, many school districts do not have school staff that are trained and certified as a dyslexia practitioner, and many districts are not willing to pay outside professionals to provide intensive reading intervention. Consequently, parents are burdened with the expense of paying for their child’s intensive reading intervention. To ensure the efficacy of your child’s intensive intervention, Hauskens Impact Learning Lab implements the reading intervention as prescribed by the Wilson Reading System; also, your child’s progress in reaching his or her milestones are verified by assessments, and the outcomes of those assessments are recorded in Student Progression Forms.

  • $125 per 55 minute session
  • $300 material and shipping fee paid at inception of Wilson Reading System program

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Is you child a candidate for an intensive reading intervention?

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Lesson Plan

This is a condensed lesson plan, you can download the full lesson plan below.

  • Item 1

    Quick Drill: Students practice sounds for vowels, consonants, and welded sounds. Quick Drill establishes, reinforces, and reaches sound automaticity and is part of every lesson.

  • Item 2

    Teach and Review Concepts for Reading: Students use magneticletter tiles, syllable, prefix, and suffix cards on a magnetic white board.Students are taught word structure, letter patterns, and the six syllabletypes and their exceptions.

  • Item 3

    Word Cards: Students are presented whole words (notsegmented) to practice concepts and demonstrate understanding ofconcepts.

  • Item 4

    Word Lists: Student reads word lists to demonstrate automaticity and fluency. Students independently read single words to test automaticity and fluency.

  • Item 5

    Students practice new decoding skills in the context of sentences by reading sentences in meaning phrases or chunks. Students answer questions that demonstrate comprehension and understanding of key vocabulary words.

  • Item 6

    Sounds in Reverse: Students demonstrate automatic letter naming when given a sound prompt by Wilson Practitioner. Sounds in Reverse strengthens the alphabetic principle by connecting a sound to a letter or letters.

  • Item 7

    Teach and Review Concepts for Spelling: Students use a specific process to spell words. Students practice encoding words with taught syllable types, letter patterns, vowel sounds, prefixes and suffixes.

  • Item 8

    Written Work Dication: Using taught word structures and encoding skills, students spell sounds, prefixes, suffixes, words, phrases and sentences. After sentences are written, students apply proofreading skills on each sentence.

  • Item 9

    Controlled Test Passage Reading: Student uses decodable text to improve reading fluency and understanding of content. Student utilizes a mental model or picture to determine level of comprehension and places where the mental model is incomplete or confusing. Reading fluency is measured and tracked.

  • Item 10

    Listening/Reading Fluency and Comprehension: The student uses an enriched less controlled text for narrative and informational text. Students practice reading different types of informational text. Students practice deconstructing informational texts by using a graphic organizer. The graphic organizer is used to write a summary of the informational text.

Read Testimonials

  • My daughter Maria worked with Hauskens Impact Learning Lab for 16 months. Maria is always positive and eager in school, but she was struggling with reading. Allan started Maria in the Wilson reading program at the beginning of her 7th grade year. Maria improved three grade levels in her reading skills. She is now reading young adult books independently. She is more confident in the classroom, and her spelling has improved significantly. Fidel and I are much more confident that Maria will have success in high school because 8th grade is less stressful than her 6th and 7th grade experiences.

    Isabella M.

  • Thank you for all your helpful information! Abe told me that he had to read a 4-5 page summary of something in English and he said it was so much easier for him and he understood everything he read! This is why I push for evidence-based remediation of foundational skills instead of only relying on assistive technology in IEP. I’m so grateful for you and I know Abe is too. Thanks, Rachel

    Rachel C.

Meet Allan Hauskens

Over 20 Years of Experience

Allan has over 20 years of experience as a learning specialist, public and private school teacher, and educational therapist. Allan has a California Teachers credential, an Educational Therapy Certification from UC Berkeley, and he is a Certified Wilson Dyslexia Practitioner. In addition, Allan is a Professional Member of the Association of Educational Therapists.

Association Of Educational Therapists

Professional Member of Association of Educational Therapists

Wilson Dyslexia

Certified Wilson Dyslexia Practioner

California Certification

California Multiple Subject Teaching Credentials

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