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.


The WordBuilder Intervention app

This three minute video overviews 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



E-Learning Module

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

Each CALI Reads E-learning module contains several courses and all together takes ~2-3 hours to complete. Use the E-learning module to learn about an evidence-based practice you can use in the classroom to support adolescent literacy.

This course is an overview of WordBuilder, a free application that helps older struggling readers break down multisyllabic words.

Decoding Strategy
This course describes a flexible approach used to break down multisyllabic words, how to teach it to your students, and how it is used in WordBuilder.

Building and Spelling Multisyllabic Words
This course demonstrates how teachers can effectively support students as they move from breaking down a multisyllabic word to building, spelling, and mastering the word in WordBuilder.

Boosting WordBuilder Effects
This course demonstrates how to get the most out of WordBuilder through word-part manipulation and game-based review.



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.




Training Webinar

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.

Participant Outcomes

  • Learn how WordBuilder Intervention can support multisyllabic word reading.
  • Learn how to use WordBuilder Intervention in small group instruction.
  • Learn various technological tips and tools to support Remote Instruction.







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.





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: 02/04/2021