Program Description

"Word Connections is a supplemental reading intervention program. It includes 40 lessons (40 min each), divided into four units of instruction. Word Connections was developed for students in third grade and above who continue to experience challenges with word reading even though they have developed foundational decoding skills. The lessons focus on promoting automaticity with reading “big words.” This approach to multisyllabic word reading integrates multiple opportunities for students to manipulate and read words, rather than focusing on rule-based instruction." The Word Connections program includes seven instructional activities; warm-up, affix bank, word play, beat the clock, write word, speedy read, and text reading.

Cost

Free - Online access

Intended Population

• Intervention

Grade

• Elementary School

Intended Group Size

• Small group

ELL/DLL

• Unspecified

Multisensory Applications

• No

Computer-Based Delivery

• None

Scripted

• Instructor Scripted

Comprehensive or Skill Specific

• Skill Specific

Placement Tests

• No

Accelerated Learning

• No

Assessment to Monitor Skills Mastery

• Unspecified

Error Correction Built In

• Yes

Fidelity Measures Provided by Publisher

• Unspecified

Research Summary

A review of the literature revealed three peer-reviewed articles examining the efficacy of Word Connections using randomized control trials. The studies measured the impact of multisyllabic word-reading instruction (Word Connections) with elementary students in grades 3-5 who showed difficulty in word reading. Results indicated that students receiving the intervention experienced significant increases on multisyllabic word-reading, decoding, and reading outcomes when compared to students in the control group.

Study Citations

Filderman, M. J., & Toste, J. R. (2021). Effects of varying levels of data use to intensify a multisyllabic word reading intervention for upper elementary students with or at risk for reading disabilities. Journal of Learning Disabilities, 55(5), 393–407. https://doi.org/10.1177/00222194211048405

Evidence Base (ESSA)

• No studies met inclusion requirements

Evidence-Based Practice (EBP)

• Evidence-based practice