WordBuilder Intervention App & WordBuilder Training Module
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.
The WordBuilder Training Module By the time students reach middle and high school, they are expected to independently read grade-level, subject-specific textbooks to learn new information. Because trying to apply the basic phonics skills they may know – the sounds represented by consonants, digraphs, blends and long and short vowels – is often unproductive, struggling older readers often avoid or stop reading texts that contain long words. For this reason it is recommended that older struggling readers learn word recognition strategies that help them tackle longer, multisyllabic words that are commensurate with the grade level texts they are expected to read.
WordBuilder app in an intervention setting. CALI Reads strongly 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 become free to the public in future years through the CALI Reads Learning Library. For access now, please contact firstname.lastname@example.org
Rationale behind WordBuilder Intervention
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, trying to apply the basic phonics skills they may know – the sounds represented by consonants, digraphs, blends and long and short vowels – is often unproductive causes students to avoid or to stop reading texts that contain long words. For this reason, it is recommended that older struggling readers learn word recognition strategies that help them tackle longer, multisyllabic words that are commensurate with the grade level texts they are expected to read.
Preview WordBuilder demonstration videos
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.
WordBuilder Intervention app was 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
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
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: 02/27/2020