Word Warm-ups applies research in phonics and decoding instruction, the power of goals and motivation, and the instructional components of effective interventions.
  Learn more about the research basis for Word Warm-ups

Throughout development, continuous beta testing was done with students at a local elementary school—resulting in numerous revisions and modifications.

Case studies were conducted in a regular fourth grade classroom and in a fourth grade reading lab over the 2007-2008 school year.  Results showed that students using Word Warm-ups combined with Read Naturally’s fluency program or vocabulary program showed observable gains in word recognition and fluency. 

For more information:

 Study 1: Word Warm-ups and Read Naturally
 Study 2: Word Warm-ups and Read Naturally

The narrator pronounces each syllable—and then the whole word—while the student reads along. This approach models for a student how to get a close approximation of the word and then to self-correct as the word is recognized.

For example, the the student hears each part of the word disloyal read phonetically, /dis/ /loy/ /ăl/, and then hears the word the way we really say it.

Here are several suggestions that may help a student who practices words incorrectly:

• Make sure the student is reading each part of the word and then the whole word quietly aloud with the narrator on the audio track. 
• You can require the student to read along with the audio support several times during the Read Along step rather than just once.
• After the student completes the Read Along step (reading along with the narrator just once or more than once), have that student signal that he is finished. Have the student read aloud down each column of words to you one time (without timing him) so you can confirm he is pronouncing the words correctly. Provide additional instruction for any words the student is pronouncing incorrectly, and then direct him to begin practicing the word list.

If, even after ten practices, a student is unable to reach the goal rate with three or fewer errors on lesson, review, and challenge exercises, consider making one or more of the following adjustments:

• Require the student to read along with the audio of the word list two or three times to see if this added practice with the modeling can help the student increase his/her reading rate.
• Lower the goal rate for the student, choosing a rate that is challenging yet within reach. The student should reach the goal within ten practices.
• Review the results of the student's assessment and consider placing the student in an easier section.
• Reassess the student to help you make a more appropriate placement.

You may want to use the recently updated progress graphs which may be even more motivational for your students. Why the update? Students are highly motivated by the idea of moving up a level. To boost motivation and thus increase students’ overall progress, we decided to add “levels” to all Word Warm-Ups graphs. For instance, students who read their word lists at a rate of 35 – 45 WCPM (words correct per minute) will see that they’ve reached the Rookie level. As students increase their WCPM scores with practice and time, they advance to Captain, Pro, All-Star, Hall-of-Famer, and Legend. Few things are more exciting for students than the idea of reaching the highest level—especially if it earns them a title like Legend!

The RN Bookmark article, "Free Resource!  New and Improved Word Warm-Ups Graphs," provides a link for downloading the graphs.

It is possible that you assessed the student right at the beginning of the new school year, and now several weeks have passed and the student has regained some skills that had slipped over the summer and were not evident when the assessment was given—or perhaps more learning has taken place and the student can now perform those skills easily.

If the student's cold timing rate for exercises in a section is at or near the goal rate and/or the student needs only one or two practices to pass lesson, review, and challenge exercises, consider making one or more of the following adjustments:

• If, after listening to the audio, the student needs only one or two practices to pass an exercise, the student may do future exercises without listening to the audio. The student will go straight from cold timing to practice. 
• Move the student to the next section of exercises in the same level, if appropriate.
• Review the results of the student's assessment, and consider whether the results support placing the student in a more difficult section.
• Reassess the student to help you make a more appropriate placement.

Use the results of the post-test assessment to identify the specific sections in which a student continues to have difficulty. Analyze the errors in a section to determine which sections or specific exercises the student should do again.

You may want to require a student to add the following steps as the student repeats the exercises not yet mastered:

• Have the student read along with the audio of the word list two or three times before practicing it.
• If you have not been doing the spelling activity during the Hot Timing step, dictate five to ten words containing the featured pattern(s), and have the student write them on the back of the exercise sheet.
• On all subsequent exercises, require the student to add the steps listed above to the regular Word Warm-ups steps.