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.

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

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.

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.

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.

• 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.