WordFlight is an effective, evidence-based dyslexia intervention.
Teachers using WordFlight are able to better support ALL students in their classrooms, including students who have been hard to reach in the past because of learning disabilities. Many students who have been diagnosed with dyslexia have benefited from using WordFlight.
Students with dyslexia need specific experiences to build automatic word recognition in addition to explicit instruction in decoding and encoding.
Dyslexia is one of the most common neuro-cognitive disorders, with an estimated 20 percent of Americans affected by it (Yale, 2022).
Students with dyslexia may also have deficits in procedural learning in addition to decoding and encoding skills:
Decoding is translating the written word into spoken sounds by applying knowledge of letter-sound relationships. Students with dyslexia often struggle to decipher the symbols into sounds and are unable to read.
Encoding is breaking the spoken word into its written symbols. Often students with dyslexia struggle with spelling.
Procedural learning enables students to extract the regularities and irregularities of the “code” so they are stored and automatically retrieved. This is often called “learning by doing.”
Students with dyslexia often read slowly, with great effort and difficulty; are unable to easily identify and distinguish vowels; have difficulty breaking words into syllables, and express other symptoms as well.
In short, in addition to needing help with decoding, these students struggle with automatic word recognition—the ability to read a word quickly and accurately, without relying on effortful decoding (Kunert & Scheepers, 2014). They need explicit instruction in decoding and encoding as well as systematic, structured practice to internalize, generalize, and automatically recognize words.
Automatic word recognition is the key to unlocking fluency.
Fluent readers go beyond decoding skills to automatically and effortlessly recognize words (Oslund et al., 2018). They can process large quantities of text quickly, with little conscious processing of letter-to-sound mappings.
When word recognition skills become automatic, readers can focus on comprehending, or understanding the meaning of the text, which is the goal of reading. That’s when stories come to life and students learn to love reading and get their academic career on track.
WordFlight is the only solution to specifically assess and target automatic word recognition, making it an excellent evidence-based dyslexia intervention to help students reach fluency.
WordFlight is designed for students in grades 2-8 who cannot achieve reading fluency and comprehension because of deficits in their foundational reading skills, such as students with dyslexia.
WordFlight complements your literacy program.
Systematic, explicit phonics instruction is an important component of an effective literacy program, but many students need additional practice and instruction, especially those with dyslexia, to read with fluency and comprehension.
Evidence shows that a form of systematic, structured practice that builds automatic word recognition is the next step in preparing students to read fluently for comprehension. Read more about the science of reading.
WordFlight has a strong evidence base for supporting students with dyslexia.
Many students who have been diagnosed with dyslexia have benefitted from using WordFlight. This evidence-based dyslexia intervention is based on well-researched principles such as:
The Varied Practice Model
This model plays double duty for students with dyslexia by enhancing student use, practice, and understanding of underlying learning processes while supporting progress in skill development. It has been demonstrated in numerous domains to support the retention, application, and generalization of skills.
A game-based learning experience
Every student task is intentional and integrates the science of reading and the science of learning.
WordFlight supports teachers who need to provide differentiated instruction for multiple reading levels.
WordFlight can serve as part of an evidence-based dyslexia intervention program as well as benefit any students struggling with foundational reading skills.
Helping every student learn to read
Students with dyslexia can learn to read, making academic success attainable. By identifying their struggles early and providing evidence-based dyslexia intervention, teachers and administrators can help set them on a path for long-term success.
Arciuli, J. (2018). Reading as Statistical Learning. Language Speech and Hearing Services in Schools, 49(3S): 634.
Fuchs, D., Fuchs, L. S., Mathes, P. G., Lipsey, M. W., & Roberts, P. H. (2001, August). Is “learning disabilities” just a fancy term for low achievement? A meta-analysis of reading differences between low achievers with and without the label: Executive Summary. Paper presented at the Learning Disabilities Summit: Building a Foundation for the Future, Washington, DC.
Kundert, R. & Scheepers, C. (2014, October). Speed and accuracy of dyslexic versus typical word recognition: an eye-movement investigation. Frontiers in Psychology, 5. https://doi.org/10.3389/fpsyg.2014.01129
O’Malley, K. J., Francis, D. J., Foorman, B. R., Fletcher, J. M., & Swank, P. R. (2002). Growth in precursor and reading-related skills: Do low-achieving and IQ-discrepant readers develop differently? Learning Disabilities Research & Practice, 17, 19—34. http://dx.doi.org/10.1111/ 1540-5826.00029
Oslund, E. L., Clemens, N. H., Simmons, D. C., & Simmons, L. E. (2018). The direct and indirect effects of word reading and vocabulary on adolescents’ reading comprehension: Comparing struggling and adequate comprehenders. Reading and Writing, 31(2), 355—379. https://doi.org/10.1007/s11145-017-9788-3
Yale University. (2022). Dyslexia FAQ. Yale. Retrieved March 14, 2023, from https://dyslexia.yale.edu/dyslexia/dyslexia-faq/