WordBuilder Intervention is now available

WordBuilder available at the Apple App Store and the Google Play Store.


The WordBuilder application is available for free in the Apple App Store and the Google Play Store and The 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


WordBuilder Training Modules!

Before using the WordBuilder application it is important to complete the training modules that appear below. The four Training Modules walk teachers through how the WordBuilder application functions and offer instructional tips, resources, and examples. The Modules include demonstration videos and interviews with an expert teacher using WordBuilder in teacher-led, small group instruction.

Overview: 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.




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.

Cirino, P. T., Romain, M. A., Barth, A. E., Tolar, T. D., Fletcher, J. M., & Vaughn, S. (2013). Reading skill components and impairments in middle school struggling readers. Reading and Writing, 26, 1059-1086.

Ehri, L. C. (2014). Orthographic mapping in the acquisition of sight word reading, spelling memory, and vocabulary learning. Scientific Studies of Reading,18, 5-21.

Kilpatrick, D. A. (2015). Essentials of assessing, preventing, and overcoming reading difficulties. Hoboken, NJ: Wiley.

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

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: 08/07/2020