Word Sleuths: Cracking the Vocabulary Code with SWI, Kalb, Summer 2025

Course Number:	EDX 5710 S38
Instructor:	James Kalb, M.Ed.
Location:	Online
Dates and Times:	Jun 23, 2025 - Aug 07, 2025. First Meeting: Monday 6/23/25 at 6:00 pm EST; Final meeting: Thursday 8/7/25 at 6:00 pm EST; Optional additional meetings/office hours: times TBD
Credits:	3 Credits
Tuition:	$1,195

Course Description

This course introduces the principles of Structured Word Inquiry (SWI). SWI is a unique approach to vocabulary instruction because it combines morphology (meaningful word parts), etymology (word history), and phonology (alphabetic sounds). Incorporating SWI increases the rigor of generative vocabulary instruction in all subject areas and across grade levels.

Additionally, SWI can be useful as an intervention approach for students who struggle with spelling, decoding, and/or vocabulary acquisition.

Audience: ELA, literacy, and content teachers (grades 3-12); interventionists. Must hold an earned bachelor’s degree.

Course Goals & Objectives

Course Goals:

Teachers will understand that English spelling is far more logical and ordered than is commonly suggested.
Teachers will understand the research basis for focusing on morphological instruction.
Teachers will increase their understanding of the orthographic structures and principles of English spelling and morphology.
Teachers will learn about resources and tools for vocabulary instruction.
Teachers will infuse morphological and etymological activities into vocabulary instruction.

Course Objectives:

Teachers will demonstrate their understanding of SWI principles such as suffixing conventions, spelling laws, and word sums.
Teachers will analyze and interpret the research basis for morphological instruction.
Teachers will define and utilize morphological units including affixes, bases, and connecting vowels.
Teachers will demonstrate proficiency with the tools of SWI by analyzing vocabulary words using the four questions of SWI, generating word matrices with the mini-matrix maker, and visualizing a word’s history using Etymonline.com.
Teachers will design lessons using the principles of SWI to improve generative vocabulary instruction.

Instructor

James Kalb, M.Ed., has been utilizing Structured Word Inquiry as one component of his reading intervention approaches with students since 2020. James has worked as a reading interventionist and data literacy coach for Rutland Northeast Supervisory Union (Brandon, VT) and Jefferson County Public Schools (Louisville, KY). He received his Master of Arts in Education from Castleton University in 2021, and he completed a graduate certificate in dyslexia through the University of Florida in 2022. In addition to teaching at the K-12 level, he is a practicum “coach” for graduate students completing the University of Florida dyslexia certificate program. He also works as a private tutor and plans to pursue a PhD in Education with a focus on literacy in the coming years.

Required Texts

Required Texts are not included in the course tuition.

Barnett, L. Y. & Squires, K. (2025). Vocabulary & morphology using structured word inquiry. Empower Learning Center.

Bowers, P. N., Kirby, J. R., & Deacon, S. H. (2010). The effects of morphological instruction on literacy skills: A systematic review of the literature. Review of Educational Research, 80(2), 144–179. https://doi.org/10.3102/0034654309359353 (Original work published 2010)

Goodwin, A. P., & Ahn, S. (2012). A Meta-analysis of morphological interventions in English: Effects on literacy outcomes for school-age children. Scientific Studies of Reading, 17(4), 257–285. https://doi.org/10.1080/10888438.2012.689791

Hegland, S. S. (2021). Beneath the surface of words: What English spelling reveals & why it matters. Learning About Spelling.

For more information

James Kalb

(502) 526-1568

For additional registration information

Center for Schools Team

(802) 468-1325