Testimonials
Back to General Wordshark Page
CS Tuition,
Wilmington
Carol Smedley,
I have used Wordshark for many years as a private tutor and in my tuition business. It is an excellent , fun resource that really does improve children’s performance and understanding of spelling blends and key words. I would highly recommend it. Worth every penny!
Leweston School,
Dorset
Katherine Davis, Senco,
Wordshark is a fantastic resource, the online version has many new features which enable spellings to be personalised and progress to be tracked. We use it across KS3 and KS4. The GCSE vocabulary is very useful extending the use of the programme beyond ‘spelling’ as pupils become familiar with key terminology.
Inter-Community School,
Zurich, Switzerland
Emily McGuckian, Primary Learning Support Teacher
It is so helpful to be able to create my own word lists on Wordshark. I am able to individually choose words for each of my students to practice which they have misspelled or misread over the week. I also create my own lists for review when we are studying words that come from the same base, such as action, react, actual, activity, unactive, etc.
Support for Learning team,
Bracknell Forest
Rachel Nalletamby – Specialist SpLD teacher
Wordshark has been very successful with the Year 8 and Year 9 students I am working with. There are a variety of motivating games which can be played to practise both reading and spelling groups of words. The program allows the teacher to select word groups from a range of structured phonic courses, as well as sight vocabulary and subject specific vocabulary for secondary students. It is also possible to make bespoke lists to suit individual students. Wordshark can be used with young children as well as being very engaging for those at secondary level.
The team at Wordshark are helpful and responsive and have gone out of their way to support us. We are currently recommending the program to SENCOs in local authority schools primary and secondary schools which we support.
Hilden Oaks Preparatory School & Nursery,
Tonbridge
Sharon Tringham – SEND support
In the past we only used Wordshark 1:1 with students requiring specific support. Two years ago we began introducing it to all students in Form 1-3 to ensure there were no gaps in their phonic knowledge, after the interrupted learning due to Covid lockdown.
Wordshark provides necessary overlearning in any area it identifies for each individual student. The programme then offers them a wide range of personalised games such as auditory memory (helicopter game) and visual memory (pairs). Students really enjoy ‘Hunt’ where chasing monsters around the screen develops fingers strength for writing and typing, as well as supporting memory and syllabification skills.
It has flexible options to work through a dyslexia programme or National Curriculum requirements and alerts us if anyone needs additional support. Teachers find being able to use SET WORK for a particular aspect such as class spelling for an individual, a group or the whole class is really useful. Everything is designed so students can work alone at home or at school but can celebrate their successes by printing out their progress certificates and sharing them.
St John’s CE Primary School,
Tunbridge Wells
It has been incredibly helpful for my class as the algorithm works around their need. It can identify where the gaps are in the children’s knowledge and provides a number of activities to help the children learn and apply the spellings which have been taught. The reports as well have been helpful as they highlight the spelling rule they are currently learning and level of progress they have made from it. There are email reminders for those children who have not been engaging or have found a specific spelling rule which is difficult. What I love most about the program it moves on when the children are ready. If any errors or mistakes have been made, it will revert back to the core spelling rule.
St. Leonard’s Catholic Primary School
Glen Waverley
Lyn Nelson, Literacy Leader
Report/review from a school; implementation Model for Wordshark
St. Leonard’s is working hard to ensure our literacy program aligns with the science of reading. We have adopted a school wide, systematic phonics program and we implement termly monitoring at both the cohort and individual level. A significant challenge, particularly in the early years, is the widely different phonic skills of students within each class and teachers find it time-consuming and difficult to personalise each students’ learning. The literacy leaders were reassured by the evidence base for Wordshark and found it aligned with our goals and approach. We valued the game format to engage students, particularly as our state was in lockdown for vast periods of the Covid pandemic. Wordshark enabled us to assess students and provide personalised learning throughout our extremely long lockdowns. The program was initiated across the junior and middle school (Foundation to year 4) and for target students in the senior classes.
Literacy Leader
The literacy leader conducted Professional Learning Team meetings with staff to share the research, rationale and to build teacher capacity and share expectations for Wordshark implementation. As we were in lockdown when we implemented the program, we conducted online parent sessions to explain the program and our rationale for implementation. This was particularly helpful in getting the parents to value and support the program. The Literacy leader also monitored student usage and data and reached out to support families in accessing the program and trouble shooting.
Class Teachers
At St. Leonard’s, class teachers have a strong focus on implementing daily phonics instruction aligned with our scope and sequence. Wordshark is used to give children the opportunity to practise skills at their own level. This is set as daily home practice and the data from student results supports the further planning of phonic instruction.
In class, Wordshark is also accessed to support teaching via IWB. Teachers use the Wordshark Course Summary to locate specific skills to support their teaching.
Where the learning intention might be to read and spell words ending with consonant blends, teachers might share the blending and segmenting activities from level 8, having teams or individual students complete the tasks. At the end of the work, students might have their mini whiteboards while the teacher shares one of the spelling games or checks and students answer on their whiteboards enabling the teacher to view students skills and results during the lesson.
Teachers also use Wordshark to support vocabulary development by linking it to the literature used in the classroom. The year 3/4 teachers have a strong focus on building students vocabulary. Target words are selected from the texts children are studying and the teachers use Wordshark to customise a unit based on the text. This provides children multiple exposures to new words to develop their understanding of meanings and their ability to fluently read and spell more complex words from texts.
When specific grammar skills are being taught (i.e. homophones) Wordshark units are set either in the class program or as revision activities in homework. As with all Wordshark activities, this facilitates explicit teaching, multiple exposures and personalisation of the learning for each student.
Support staff
Wordshark Online offers fabulous opportunity for learning support staff… having low skilled students work on the program under supervision (so you can ensure they get the opportunity to articulate sounds, read aloud etc.) is golden.
Efficacy
As part of a determined effort to improve the teaching of phonics in our school, Wordshark has been invaluable. It has been a highly effective means of providing personalised programs for students, enabling frequent practice of core skills and it provides us with strong feedback about each students progress. Spending time to make sure staff, students and families understand the program and ‘buy in’ has been key to ensuring strong usage and good outcomes. It has become a highly valued resource in our literacy program. I’d recommend it to anyone.
Sharon Tringham
PGCE (Canterbury Christ Church); BA Hons (Open); FdA Learner Support (Greenwich); SpLd Dip (Hornsby); member of PATOSS and National Assoc., of Handwriting.
As a dyslexia tutor this is the most effective tool I have found which allows a student to make progress whilst working alone, as well as being able to use it as a basis for additional support lessons. The range of options for games keeps students with dyslexia or EAL focussed on a much higher level of overlearning needed to make good progress, than they would otherwise engage with.
JFK International School
Stephanie Walmsley, Head of Middle School & Support Services and IMYC,
Students are able to use Wordshark both in school and at home, which gives parents the opportunity to see their child’s progress and be involved in the learning process.
Robyn Monaghan, Certified Practising Speech Pathologist
In particular, I like the early introduction of 2 syllable words using learned vowel patterns in the Wordshark Course. My clients also love playing the reward games. It is easy to set lists for them to do and to match whichever intervention program I am using. I have matched it both to our reading program for younger children and to our rewards program for pre-teens and teens.
St George Preca Primary School
Caroline Springs, Victoria
Chris Skrzypko
Feedback from the teachers has been really fantastic…it’s just a BRILLIANT program.
Jack, age 8, Bath UK
I like Wordshark because I can do it on my own. I like collecting coins and catching monsters through the maze.
Example of how Bridge of Weir Primary School uses Wordshark:
How to Use Wordshark P4-7 | Bridge of Weir Primary School (bowprimary.co.uk)
