Literacy Training


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

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

Quizlet Word Part Flashcards

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.

Preview WordBuilder Demonstration Videos

CALI Reads Interview

CALI Reads Lesson 1

CALI Reads Lesson 2

CALI Reads Lesson 3

CALI Reads Lesson 4

CALI Reads Lesson 4B

CALI Reads Lesson 4C

CALI Reads Lesson 5

CALI Reads Lesson 6.1

CALI Reads Lesson 6.2

CALI Reads Day Two Lesson Games

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 Tool

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.


Unit 1 | Unit 2 | Unit 3 | Unit 4 | Unit 5 | Unit 6 Unit 7 | Unit 8 | Unit 9 |
Unit 10 | Unit 11 | Unit 12 | Unit 13 | Unit 14 | Unit 15 | Unit 16 | Unit 17 | Unit 18


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.