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WORDBUILDER

 

 

WordBuilder Intervention is now available
FREE in the
Apple App Store, the Google Play Store & The Amazon Store!

WordBuilder available at the Apple App Store, the Google Play Store & Amazon Store.

 

Remote Learning with WordBuilder

 

Reading Coach Lindsay Young demonstrates how to use the app WordBuilder Intervention in a remote learning environment by leveraging various technologies and engagement features of Zoom, Google Platforms, and Quizlet.

 

 

Remote Learning with WordBuilder Microsoft PowerPoint Doc 3.8mb

 

The WordBuilder Intervention app

The WordBuilder Intervention app a free application, is a research-based instructional tool to help adolescent struggling readers break down, build, and spell multisyllabic words. The app is designed for teacher-led, direct instruction delivered in small groups or one-on-one with struggling readers.

 

 

Designed by the LA Intervention Project at California State University, Northridge and development supported through CALI Reads SPDG funds. Free instructional program with videos and “how to” tips available at www.wordbuilderapp.com

 

 

 

WordBuilder Training Module - coming Spring 2021

 

CALI Reads recommends that you view the training module prior to using the WordBuilder Intervention app!

 

How to access the WordBuilder Training Module

The online training module is currently available to CALI Reads participants in CALI Learns. The training module will be released to the public in Spring 2021 on the CALI Reads Learning Library. For access now, please contact info@calireads.org.

 

 

 

 

Rational for using WordBuilder

 

By the time students reach middle and high school, they are expected to independently read grade-level, subject-specific textbooks to learn new information. For struggling, adolescent readers, efforts to apply basic phonics to multisyllabic words – the sounds represented by consonants, digraphs, blends and long and short vowels – are often unproductive. This not only causes extreme frustration but can lead students to avoid reading altogether, especially texts containing long, multisyllabic words. Explicit, systematic reading instruction can help students overcome those decoding challenges. WordBuilder Intervention uses sequenced Units to teach students the essential word recognition strategies to tackle multisyllabic word reading and better access the grade level texts they are expected to read.

 

 

WordBuilder Intervention Tool

 

Wordbuilder Intervention

 

 

 

WordBuilder Word Part Cards

 

These printable word part cards contain the prefixes, suffixes, and vowel patterns that align with the WordBuilder Scope and Sequence. For each unit, the target prefixes and suffixes are included in the cards. For the vowels and vowel combinations they are sometimes listed in isolation, but more often rime patterns are used, roots that contain the target vowel sound(s), and high frequency non-word syllables that contain the target patterns.

 

 

References

 

Archer, A., Gleason, M., & Vachon, V. (Spring, 2003). Decoding and fluency: Foundation skills for struggling older readers. Learning Disability Quarterly, 26, 89-101.

Boardman, A. G., Roberts, G., Vaughn, S., Wexler, J., Murray, C. S., & Kosanovich, M. (2008). Effective instruction for adolescent struggling readers: A practice brief. Portsmouth, NH: RMC Research Corporation, Center on Instruction.

Compton, D. J., Miller, A. C., Elleman, A. M., & Steacy, L. M. (2014). Have we forsaken reading theory in the name of “quick fix” interventions for children with reading disability? Scientific Studies of Reading, 18, 55-73.

Nation K., & Snowling, M. J. (1998). Individual differences in contextual facilitation: Evidence from dyslexia and poor reading comprehension. Child Development, 69(4), 996-1011.

Rupley, W. H., Blair, T. R., & Nichols, W. D. (2009). Effective reading instruction for struggling readers: The role of direct/explicit teaching. Reading & Writing Quarterly, 25, 125-138.

 

 

Relevant Common Core Anchor Standard

  • Know and apply grade-level phonics and word analysis skills in decoding words.
  • Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context.
  • Read and comprehend complex literacy and informational texts independently and proficiently.  

 

 

 


CALI Reads is a project funded by the Office of Special Education in partnership with the California Department of Education, Special Education Division. The project is coordinated and administered through the

Napa County Office of Education
1450 Technology Lane, Suite 200 Petaluma, CA 94954
Fax: 707-762-1438 | e-mail: info@calireads.org

Napa County Office of Education
U.S. Offic of Special Education Programs
California Department of Education

The contents of this website were developed under a State Personnel Development Grant (SPDG) from the US Department of Education (CALI/Award #H323A170011), Project Officer, Latisha.Putney@ed.gov. However, the contents of this site not necessarily represent the policy of the US Department of Education and no assumption of endorsement by the Federal government should be made.

 

Last updated: 09/02/2020