Jan Wasowicz

Kenn Apel

Julie J Masterson

Anne Whitney

SPELL-Links&trade; intervention and training resources are products for struggling readers and suitable for students with dyslexia. The SPELL-Links products use a speech-to-print word study approach that leverages the brain&#39;s innate, biological wiring and organization for oral language combined with multi-linguistic and meta-linguistic instruction.<strong> <a href="/content/dam/school/global/clinical/us/assets/telepractice/guidance-documents/telepractice-and-intervention.pdf" target="_blank">See our Guidance on using these resources remotely.</a></strong>

Platform Type

Q-global

Material Type

Manuals

Other Materials

Scoring Type

Hand/Manual Scoring

Language

English

Training Type

On demand

SPELL-Links Intervention and Training Products

SPELL-Links™ resources support struggling readers and students with dyslexia. They use a speech-to-print word study approach that leverages the brain's innate, biological wiring for oral language combined with multi-linguistic/meta-linguistic instruction.

Kits

Manuals, stimulus books, replacement items & other materials

Support materials

Training

All tests & materials offered for SPELL-Links / Learning By Design, Inc.

All products

aimswebPlus

Shaywitz DyslexiaScreen

Includes SPELL-Links Grade K-2 Q-global Lesson Sets (Digital), Grade K-2 Q-global Printables (Digital); once ordered, the digital assets are accessible by logging into Q-global and visiting the Q-global Resource Library. The Lesson Set is a view-only digital file; the Printables file is downloadable.

SPELL-Links Grades K-2 Q-global Kit (Digital)

Includes SPELL-Links Grade 3-5 Q-global Lesson Sets (Digital), Grade 3-5 Q-global Printables (Digital); once ordered, the digital assets are accessible by logging into Q-global and visiting the Q-global Resource Library. The Lesson Set is a view-only digital file; the Printables file is downloadable.

SPELL-Links Grades 3-5 Q-global Kit (Digital)

Includes SPELL-Links Grade 6-12 Q-global Lesson Sets (Digital), Grade 6-12 Q-global Printables (Digital); once ordered, the digital assets are accessible by logging into Q-global and visiting the Q-global Resource Library. The Lesson Set is a view-only digital file; the Printables file is downloadable.

SPELL-Links Grades 6-12 Q-global Kit (Digital)

Includes SPELL-Links Grade K-2 Q-global Lesson Sets (Digital), Grade K-2 Q-global Printables (Digital), Grade 3-5 Q-global Lesson Sets (Digital), Grade 3-5 Q-global Printables (Digital), Grade 6-12 Q-global Lesson Sets (Digital), Grade 6-12 Q-global Printables (Digital); once ordered, the digital assets are accessible by logging into Q-global and visiting the Q-global Resource Library. The Lesson Sets are view-only digital files; the Printables are downloadable.

SPELL-Links Grades K-12 Q-global Complete Kit (Digital)

Includes SPELL-Links Class Links Book 2 (Print), 1 classroom poster (Print), SPELL-Links Strategies by the Numbers (Print), SPELL-Links Strategies by the Numbers Strips (Print), 20 SPELL-Links 14 Strategies for Spelling & Reading Success Labels (Print), access to digital library of reproducible materials including 18 pattern-loaded grade-level decodable stories (Digital)

SPELL-Links Class-Links Book 2 Bundle (Print)

Once ordered, the digital asset is accessible by logging into Q-global and visiting the Q-global Resource Library. It is a view-only digital file.

SPELL-Links Grades K-2 Q-global Lesson Sets (Digital)

Once ordered, the digital asset is accessible by logging into Q-global and visiting the Q-global Resource Library. It is a downloadable file.

SPELL-Links Grades K-2 Q-global Printables (Digital)

SPELL-Links Grades 3-5 Q-global Lesson Sets (Digital)

SPELL-Links Grades 3-5 Q-global Printables (Digital)

SPELL-Links Grades 6-12 Q-global Lesson Sets (Digital)

SPELL-Links Grades 6-12 Q-global Printables (Digital)

<p>This 1.5-hour session is designed for SPELL-Links users to gain foundational knowledge and skills and overview of current best practices, laying the groundwork for successful implementation of SPELL-Links. Participants will have access to this course for one year.</p>

<p>Training orders will be processed within 5-7 business days of order placement. On-demand training is accessed via a welcome email sent to the email address associated with the order.</p>


SPELL-Links The Language of Reading and Spelling Part 1: Overview of Current Best Practices On Demand 1.5 Hours

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	<tbody>
		<tr>
			<td>
			<p><strong>Audience:</strong> This session is targeted to K-12 educators, language and literacy specialists, and administrators.</p>

			<p><strong>Course description:</strong> This 1.5-hour session is designed for SPELL-Links users to gain foundational knowledge and skills and overview of current best practices, laying the groundwork for successful implementation of SPELL-Links. Participants will have access to this course for one year.</p>

			<p><strong>Learning objectives:</strong> After attending this session, particpants will be able to:</p>

			<ul>
				<li>Define word study and describe the dynamic, interactive relations of word-level reading and spelling within The Language Literacy Network of skilled reading and writing.</li>
				<li>Describe Lexical Quality Hypothesis and Triple Word Form Theory and their implications for teaching reading and spelling.-</li>
				<li>Define and differentiate between phonological processing, phonological representations, and phonological awareness; between orthographic processing, orthographic representation, and orthographic pattern awareness; and between semantic processing, semantic representations, and semantic awareness.</li>
				<li>Explain how reading and writing automaticity and fluency is achieved and identify instructional practices that promote automaticity and fluency.</li>
				<li>Explain how the human brain, wired for oral language, must be re-wired for written language.</li>
				<li>Describe how behavioral and brain-imaging research has changed our understanding of best practices for teaching literacy.</li>
				<li>Compare and contrast speech-to-print and print-to-speech methods of teaching word-level reading and spelling and explain the advantages of speech-to-print methods over print-to-speech methods.</li>
				<li>Compare and contrast multi-linguistic and stage model approaches of teaching wordlevel reading and spelling and explain the advantages of a multi-linguistic approach over a developmental/stage model approach.- Define and describe a meta-linguistic approach to word-level reading and spelling and give specific examples of how meta-linguistic skills support learning to read and write and independent reading and spelling of unfamiliar words.</li>
				<li>Define statistical learning and describe the role it plays in learning to speak, listen, read, and write</li>
			</ul>
			</td>
			<td>&nbsp;</td>
		</tr>
	</tbody>
</table>

Training details

<p>This 2-hour session is designed for SPELL-Links users to gain foundational knowledge and skills in phonology for successful implementation of SPELL-Links. Participants will have access to this course for one year.</p>

<p>Training orders will be processed within 5-7 business days of order placement. On-demand training is accessed via a welcome email sent to the email address associated with the order.</p>


SPELL-Links The Language of Reading and Spelling Part 2: Phonology On Demand 2 Hours

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	<tbody>
		<tr>
			<td>
			<p><strong>Audience:</strong> This session is targeted to K-12 educators, language and literacy specialists, and administrators.</p>

			<p><strong>Course description:</strong> This 2-hour session is designed for SPELL-Links users to gain foundational knowledge and skills in phonology for successful implementation of SPELL-Links. Participants will have access to this course for one year.</p>

			<p><strong>Learning objectives:</strong> After attending this session, particpants will be able to:</p>

			<ul>
				<li>Define and explain the differences between phones, allophones, phonemes, phonics, phonetics, phonological representations, phonological processing, phonological awareness, and phonemic awareness; explain the role of each in the development of reading and spelling.</li>
				<li>Differentiate between the knowledge teachers of reading and spelling need to have to be effective instructors vs. what needs to be taught to students.</li>
				<li>Describe the process and development of categorical perception of speech sounds; explain the implications of atypical categorical perception in students with dyslexia; explain why ELL students struggle with discrimination of English phonemes and consequently struggle with learning to read and write in English.</li>
				<li>Analyze and correctly describe the phonological structures of English words: phonemes, syllables, onset-rhymes, lexical stress.</li>
				<li>Identify which PA skills are needed for learning to read and spell and explain reasons for and for not teaching PA skills in isolation.</li>
				<li>Describe how to correctly model and teach the segmenting and blending phonemes and syllables in English words.</li>
				<li>Describe at least two activities for the development of phonological awareness skills
				<ul>
				</ul>
				</li>
			</ul>
			</td>
			<td>&nbsp;</td>
		</tr>
	</tbody>
</table>


<p>This 1.5 hour session is designed for SPELL-Links users to gain foundational knowledge and skills in orthography for successful implementation of SPELL-Links. Participants will have access to this course for one year.</p>

<p>Training orders will be processed within 5-7 business days of order placement. On-demand training is accessed via a welcome email sent to the email address associated with the order.</p>


SPELL-Links The Language of Reading and Spelling Part 3: Orthography On Demand 2 Hours

<table border="1" cellpadding="1" cellspacing="1" class="grid-layout--67-33" style="width:500px">
	<tbody>
		<tr>
			<td>
			<p><strong>Audience:</strong> This session is targeted to K-12 educators, language and literacy specialists, and administrators.</p>

			<p><strong>Course description:</strong> This 1.5 hour session is designed for SPELL-Links users to gain foundational knowledge and skills in orthography for successful implementation of SPELL-Links. Participants will have access to this course for one year.</p>

			<p><strong>Learning objectives:</strong> After attending this session, participants will be able to:</p>

			<ul>
				<li>Define sub-lexical and lexical orthographic knowledge and give an example of each.</li>
				<li>Explain the role of implicit learning in the abstraction of statistical regularities and constraints of the orthography of a language.</li>
				<li>Distinguish between &ldquo;sight word&rdquo; and &ldquo;irregularly spelled&rdquo; word.</li>
				<li>Define MOI/MGR/MOR, describe how robust MOIs/MGRs/MORs develop, and explain the importance of robust MOIs/MGRs/MORs in reading and spelling.</li>
				<li>Explain the basic tenets of Ehri&rsquo;s amalgamation hypothesis, Share&rsquo;s self-teaching hypothesis, and more recent multi-linguistic theories supported by the research of Trieman, Apel &amp; Masterson, and others; explain how each model impacts the way we teach our students.</li>
				<li>Explain why three common teaching practices&mdash;guessing a word from context when reading, writing spelling words multiple times, and flash card drills for sight words&mdash;may limit or interfere with students&rsquo; acquisition and development of orthographic knowledge.</li>
			</ul>
			</td>
			<td>&nbsp;</td>
		</tr>
	</tbody>
</table>

<p>This 1.5 hour session is designed for SPELL-Links users to gain foundational knowledge and skills in morphology for successful implementation of SPELL-Links. Participants will have access to this course for one year.

<p>Training orders will be processed within 5-7 business days of order placement. On-demand training is accessed via a welcome email sent to the email address associated with the order.

SPELL-Links The Language of Reading and Spelling Part 4: Morphology On Demand 1.5 Hours

<table border="1" cellpadding="1" cellspacing="1" class="grid-layout--67-33" style="width:500px">
	<tbody>
		<tr>
			<td>
			<p><strong>Audience:</strong> This session is targeted to K-12 educators, language and literacy specialists, and administrators.</p>

			<p><strong>Course description:</strong> This 1.5 hour session is designed for SPELL-Links users to gain foundational knowledge and skills in morphology for successful implementation of SPELL-Links. Participants will have access to this course for one year.</p>

			<p><strong>Learning objectives:</strong> After attending this session, participants will be able to:</p>

			<ul>
				<li>Define morphological awareness and give examples of varying ways students can demonstrate their skills with this metalinguistic skill.</li>
				<li>Explain the role of morphological awareness in students&rsquo; developing reading and spelling skills.</li>
				<li>Distinguish between inflectional and derivational morphemes and how each might contribute to students&rsquo; developing morphological awareness.</li>
				<li>Explain the basic tenets of stage and repertoire theories and how research supports the repertoire theory when discussing the development of morphological awareness.</li>
				<li>Explain methods for assessing and instructing morphological awareness for students as well as factors that may influence students&rsquo; performance on morphological awareness assessment and instructional/intervention tasks.</li>
			</ul>
			</td>
			<td>&nbsp;</td>
		</tr>
	</tbody>
</table>

<p>This 6.5-hour session is designed for SPELL-Links users to gain foundational knowledge and skills to lay the groundwork for successful implementation of SPELL-Links. Participants will have access to this course for one year, and it includes four parts:</p>

<ul>
	<li>Part 1 &ndash; The Language of Reading &amp; Spelling: Overview of Current Best Practices</li>
	<li>Part 2 &ndash; The Language of Reading &amp; Spelling: Phonology</li>
	<li>Part 3 &ndash; The Language of Reading &amp; Spelling: Orthography</li>
	<li>Part 4 &ndash; The Language of Reading &amp; Spelling: Morphology</li>
</ul>

<p>Training orders will be processed within 5-7 business days of order placement. On-demand training is accessed via a welcome email sent to the email address associated with the order.</p>


SPELL-Links The Language of Reading and Spelling Bundle On Demand 6.5 Hours

<table border="1" cellpadding="1" cellspacing="1" class="grid-layout--67-33" style="width:500px">
	<tbody>
		<tr>
			<td>
			<p><strong>Audience:</strong> This session is targeted to K-12 educators, language and literacy specialists, and administrators.</p>

			<p><strong>Course description:</strong> This 6.5-hour session is designed for SPELL-Links users to gain foundational knowledge and skills to lay the groundwork for successful implementation of SPELL-Links. Participants will have access to this course for one year, and it includes four parts:</p>

			<ul>
				<li>Part 1 &ndash; The Language of Reading &amp; Spelling: Overview of Current Best Practices</li>
				<li>Part 2 &ndash; The Language of Reading &amp; Spelling: Phonology</li>
				<li>Part 3 &ndash; The Language of Reading &amp; Spelling: Orthography</li>
				<li>Part 4 &ndash; The Language of Reading &amp; Spelling: Morphology</li>
			</ul>

			<p><strong>Learning objectives:</strong> After attending this session, participants will be able to:</p>

			<p><strong>Part 1 </strong></p>

			<ul>
				<li>Define word study and describe the dynamic, interactive relations of word-level reading and spelling within The Language Literacy Network of skilled reading and writing.</li>
				<li>Describe Lexical Quality Hypothesis and Triple Word Form Theory and their implications for teaching reading and spelling.</li>
				<li>Define and differentiate between phonological processing, phonological representations, and phonological awareness; between orthographic processing, orthographic representation, and orthographic pattern awareness; and between semantic processing, semantic representations, and semantic awareness.</li>
				<li>Explain how reading and writing automaticity and fluency is achieved and identify instructional practices that promote automaticity and fluency.</li>
				<li>Explain how the human brain, wired for oral language, must be re-wired for written language.</li>
				<li>Describe how behavioral and brain-imaging research has changed our understanding of best practices for teaching literacy.</li>
				<li>Compare and contrast speech-to-print and print-to-speech methods of teaching word-level reading and spelling and explain the advantages of speech-to-print methods over print-to-speech methods.</li>
				<li>Compare and contrast multi-linguistic and stage model approaches of teaching wordlevel reading and spelling and explain the advantages of a multi-linguistic approach over a developmental/stage model approach.</li>
				<li>Define and describe a meta-linguistic approach to word-level reading and spelling and give specific examples of how meta-linguistic skills support learning to read and write and independent reading and spelling of unfamiliar words.</li>
				<li>Define statistical learning and describe the role it plays in learning to speak, listen, read, and write</li>
			</ul>

			<p><strong><strong>Part 2</strong></strong></p>

			<ul>
				<li>Define and explain the differences between phones, allophones, phonemes, phonics, phonetics, phonological representations, phonological processing, phonological awareness, and phonemic awareness; explain the role of each in the development of reading and spelling.</li>
				<li>Differentiate between the knowledge teachers of reading and spelling need to have to be effective instructors vs. what needs to be taught to students.</li>
				<li>Describe the process and development of categorical perception of speech sounds; explain the implications of atypical categorical perception in students with dyslexia; explain why ELL students struggle with discrimination of English phonemes and consequently struggle with learning to read and write in English.</li>
				<li>Analyze and correctly describe the phonological structures of English words: phonemes, syllables, onset-rhymes, lexical stress.</li>
				<li>Identify which PA skills are needed for learning to read and spell and explain reasons for and for not teaching PA skills in isolation.</li>
				<li>Describe how to correctly model and teach the segmenting and blending phonemes and syllables in English words.</li>
				<li>Describe at least two activities for the development of phonological awareness skills</li>
			</ul>

			<p><strong><strong>Part 3</strong></strong></p>

			<ul>
				<li>Define sub-lexical and lexical orthographic knowledge and give an example of each.</li>
				<li>Explain the role of implicit learning in the abstraction of statistical regularities and constraints of the orthography of a language.</li>
				<li>Distinguish between &ldquo;sight word&rdquo; and &ldquo;irregularly spelled&rdquo; word.</li>
				<li>Define MOI/MGR/MOR, describe how robust MOIs/MGRs/MORs develop, and explain the importance of robust MOIs/MGRs/MORs in reading and spelling.</li>
				<li>Explain the basic tenets of Ehri&rsquo;s amalgamation hypothesis, Share&rsquo;s self-teaching hypothesis, and more recent multi-linguistic theories supported by the research of Trieman, Apel &amp; Masterson, and others; explain how each model impacts the way we teach our students.</li>
				<li>Explain why three common teaching practices&mdash;guessing a word from context when reading, writing spelling words multiple times, and flash card drills for sight words&mdash;may limit or interfere with students&rsquo; acquisition and development of orthographic knowledge.</li>
			</ul>

			<p><strong><strong>Part 4 </strong></strong></p>

			<ul>
				<li>Define morphological awareness and give examples of varying ways students can demonstrate their skills with this metalinguistic skill.</li>
				<li>Explain the role of morphological awareness in students&rsquo; developing reading and spelling skills.</li>
				<li>Distinguish between inflectional and derivational morphemes and how each might contribute to students&rsquo; developing morphological awareness.</li>
				<li>Explain the basic tenets of stage and repertoire theories and how research supports the repertoire theory when discussing the development of morphological awareness.</li>
				<li>Explain methods for assessing and instructing morphological awareness for students as well as factors that may influence students&rsquo; performance on morphological awareness assessment and instructional/intervention tasks.</li>
			</ul>
			</td>
			<td>&nbsp;</td>
		</tr>
	</tbody>
</table>


<p>This 1-hour session is designed for SPELL-Links users to understand the research basis and rationale for The Language Literacy Network, explore the practical implications of The Language Literacy Network, and gain new insights for putting current research into practice. Participants will have access to this course for one year.</p>

<p>Training orders will be processed within 5-7 business days of order placement. On-demand training is accessed via a welcome email sent to the email address associated with the order.</p>


SPELL-Links The Language Literacy Network On Demand 1 Hour

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	<tbody>
		<tr>
			<td>
			<p><strong>Audience:</strong> This session is targeted to K-12 educators, language and literacy specialists, administrators, and other stakeholders.</p>

			<p><strong>Course description:</strong> This 1-hour session is designed for SPELL-Links users to understand the research basis and rationale for The Language Literacy Network, explore the practical implications of The Language Literacy Network, and gain new insights for putting current research into practice. Participants will have access to this course for one year.</p>

			<p><strong>Learning objectives:</strong> After attending this session, participants will be able to:</p>

			<ul>
				<li>Describe key shared features of the Simple View of Reading (SVR), the Reading Rope Model, and The Language Literacy Network.</li>
				<li>Explain the unique focus and features of The Language Literacy Network.</li>
				<li>State at least two implications for teaching practice reflected in The Language Literacy Network.</li>
				<li>Describe at least one modification of a currently used practice or currently used teaching materials to advance literacy outcomes</li>
			</ul>
			</td>
			<td>&nbsp;</td>
		</tr>
	</tbody>
</table>


<p>This 3-hour session is designed for SPELL-Links Wordtivities users to understand the framework of SPELL-Links and learn how to begin using Wordtivities with students. Participants will have access to this course for one year.
<p>
Training orders will be processed within 5-7 business days of order placement. On-demand training is accessed via a welcome email sent to the email address associated with the order.

SPELL-Links Getting Started with Wordtivities On Demand 3 Hours

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	<tbody>
		<tr>
			<td>
			<p><strong>Audience:</strong> This session is targeted to K-12 educators, language and literacy specialists, and administrators who have purchased SPELL-Links Wordtivities and are ready to get started using their materials.</p>

			<p><strong>Course description:</strong> This 3-hour session is designed for SPELL-Links Wordtivities users to understand the framework of SPELL-Links and learn how to begin using Wordtivities with students. Participants will have access to this course for one year.</p>

			<p><strong>Learning objectives:</strong> After attending this session, participants will be able to:</p>

			<ul>
				<li>Enhance your understanding of the materials, instructional format, organization, scheduling, and implementation of SPELL-Links Wordtivities instruction.</li>
				<li>Learn how to set up and use SPELL-Links Wordtivities materials, including setting up and using a sound wall in your learning environment.</li>
				<li>Boost confidence in your ability to begin using SPELL-Links Wordtivities and maximize student outcomes through more effective delivery of SPELL-Links word study instruction.</li>
			</ul>
			</td>
			<td>&nbsp;</td>
		</tr>
	</tbody>
</table>


<p>This 6-hour session is designed to support SPELL-Links users in getting started using the SPELL-Links to Reading & Writing word study curriculum materials and the SPELL-3 assessment. Participants will have access to this course for one year.

<p>Training orders will be processed within 5-7 business days of order placement. On-demand training is accessed via a welcome email sent to the email address associated with the order.

SPELL-Links Getting Started with SPELL-Links to Reading & Writing and SPELL-3 On Demand 6 Hours

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	<tbody>
		<tr>
			<td>
			<p><strong>Audience: </strong>This session is targeted to K-12 educators, language and literacy specialists, and administrators who have already purchased the SPELL-Links to Reading &amp; Writing Word Study Curriculum and are ready to get started using their materials.</p>

			<p><strong>Course description:</strong> This 6-hour session is designed to support SPELL-Links users in getting started using the SPELL-Links to Reading &amp; Writing word study curriculum materials and the SPELL-3 assessment. Participants will have access to this course for one year.</p>

			<p><strong>Learning objectives:</strong> After attending this session, participants will be able to:</p>

			<ul>
				<li>Gain an understanding of word study instruction and the three main principles of SPELL-Links intervention.</li>
				<li>Understand the models for implementation of SPELL-Links and when to use each in practice.</li>
				<li>Explain how to implement individualized treatment plans using SPELL-3 assessment data.</li>
				<li>Understand the components, methods, and progression of a SPELL-Links lesson.</li>
				<li>Build confidence in your ability to complete SPELL-Links lessons and activities with your students&quot;</li>
			</ul>
			</td>
			<td>&nbsp;</td>
		</tr>
	</tbody>
</table>


<p>This 1-hour session is designed for SPELL-Links PIAT users to understand how to score and analyze aimswebPlus student responses using the PIAT. Participants will have access to this course for one year.</p>

<p>Training orders will be processed within 5-7 business days of order placement. On-demand training is accessed via a welcome email sent to the email address associated with the order.</p>


SPELL-Links Pattern Inventory Analysis Tool (PIAT) Training for aimswebPlus On Demand 1 Hour

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	<tbody>
		<tr>
			<td>
			<p><strong>Audience: </strong>This session is targeted to classroom teachers and reading/literacy practitioners.</p>

			<p><strong>Course description:</strong> This 1-hour session is designed for SPELL-Links PIAT users to understand how to score and analyze aimswebPlus student responses using the PIAT. Participants will have access to this course for one year.</p>

			<p><strong>Learning objectives:</strong> After attending this session, participants will be able to: - List the steps to administer aimswebPlus Spelling and complete the PIAT form for analysis. - Describe the error classifications (Word Scores) on the PIAT form. - Identify one instructional goal from a sample PIAT scoring example.</p>
			</td>
			<td>&nbsp;</td>
		</tr>
	</tbody>
</table>


Includes 27 books in eBook and Printable formats delivered via Mimeo; subscription year is August 1 through July 31, and access can be prorated for mid-year purchasing. Digital delivery may take 1-3 business days and will result in an email with a redemption key for access to the books.

SPELL-Links Decodable Books Full Set Subscription 1 Year (Digital)

Includes 18 books in eBook and Printable formats delivered via Mimeo; subscription year is August 1 through July 31, and access can be prorated for mid-year purchasing. Digital delivery may take 1-3 business days and will result in an email with a redemption key for access to the books.

SPELL-Links Decodable Books Set 1 Subscription 1 Year (Digital)

Includes 9 books in eBook and Printable formats delivered via Mimeo; subscription year is August 1 through July 31, and access can be prorated for mid-year purchasing. Digital delivery may take 1-3 business days and will result in an email with a redemption key for access to the books.

SPELL-Links Decodable Books Set 2 Subscription 1 Year (Digital)

Includes online access to all word lists; note that order processing may take several business days due to digital platform set-up. Published by Learning by Design.

SPELL-Links Wordtivities Word Lists (Digital)

Includes online access to all word lists, plus an add-on printed version; note that order processing may take several business days due to digital platform set-up. Published by Learning by Design.

SPELL-Links Wordtivities Word Lists (Digital Plus Print)

Includes online access to all activities; note that order processing may take several business days due to digital platform set-up. Published by Learning by Design.

SPELL-Links Wordtivities (Digital)

Includes online access to all activities, plus an add-on printed version; note that order processing may take several business days due to digital platform set-up. Published by Learning by Design.

SPELL-Links Wordtivities (Digital Plus Print)

SPELL-Links Strategies by the Numbers (Digital)

SPELL-Links Strategies by the Numbers (Digital Plus Print)

<p><strong>Qualification Level</strong></p>

<p>&nbsp;</p>

<p><strong>Level A</strong></p>

<p>This approval level enables you to buy our assessments that require no professional degree, accreditation, organization membership, or license/certificate.</p>

<p><strong>Level B</strong></p>

<p>This approval level enables you to buy our assessments requiring A or B qualification levels.</p>

<p><strong>Level C </strong></p>

<p>This approval level enables you to buy all our assessments.</p>

SPELL-Links to Reading & Writing™ and SPELL-Links Class Links for Classrooms™ are instruction and intervention products for struggling readers and suitable for students with dyslexia. The SPELL-Links™ products use a speech-to-print word study approach that leverages the brain's innate, biological wiring and organization for oral language.

<p>Get instructions and help on ordering online or from our product catalog.</p>

<p><a href="/professional-assessments/ordering.html" target="_blank">Ordering FAQs</a></p>

<p><a href="/forms/contact-us-support.html" target="_blank">Contact Us</a></p>

<p><strong>Phone:</strong> +1 (800) 627-7271<br />
<strong>Fax: </strong>+1 (800) 232-1223</p>


Overview

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			<h3>Use SPELL-Links assessment and intervention tools across your education setting!</h3>

			<p>Discover the depth and breadth of resources and learning tools from the SPELL-Links team! Empower students to independently apply their knowledge and strategies to reading, writing, and spelling every day &mdash; not just during the classroom lesson or on the weekly test.</p>

			<ul>
				<li>Teach students how to attend to the sound structure of spoken English words and then how to connect and combine sounds (phonology);</li>
				<li>Progress with letter patterns (orthography, mental orthographic images);</li>
				<li>Conclude with meanings (semantics, morphology) to read and spell words.</li>
			</ul>

			<p>SPELL-Links ensures that there is a word study solution for everyone.</p>

			<ul>
				<li>Improves all aspects of literacy: reading, writing, spelling, speaking, listening, and vocabulary.</li>
				<li>Addresses Tiers 1, 2, &amp; 3 students as well as Special Education, Speech-Language Impaired, ESL, Title I, and students with dyslexia.</li>
				<li>Curriculum includes quick and easy lesson plans for word study to improve reading and writing success.</li>
			</ul>

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						<p>SPELL-Links to Reading and Writing</p>
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						<p>SPELL-Links to Reading and Writing is a K-12 curriculum for word study instruction and intervention across all tiers of education.</p>

						<p>SPELL-Links to Reading &amp; Writing delivers all components of assessment and instruction identified as crucial for developing reading and spelling skills by the US Department of Education-funded Center on Instruction.</p>

						<h4>SPELL-Links to Reading &amp; Writing Skills and Content</h4>

						<ul>
							<li>Rhyming</li>
							<li>Segmenting syllables &amp; phonemes</li>
							<li>Vowel discrimination</li>
							<li>Alphabetic principle</li>
							<li>Letter-sound relationships</li>
							<li>Letter patterns &amp; spelling rules</li>
							<li>Vocabulary knowledge</li>
							<li>Syllable stress identification</li>
							<li>Letter-meaning relationships (morphological knowledge)</li>
							<li>Semantic relationships</li>
							<li>Storage and retrieval of mental orthographic images of words in long term memory</li>
							<li>Spelling</li>
							<li>Decoding</li>
							<li>Reading fluency</li>
							<li>Writing</li>
						</ul>

						<h4>Digital Assets: Lessons Sets and Reproducibles on Q-global</h4>

						<p>The Q-global Resource Library hosts SPELL-Links to Reading and Writing customizable, digital Lesson Sets for Grades K-2, 3-5, or 6-12, as well as all the reproducibles needed for each lesson. Each grade range can be purchased separately or as a digital kit.</p>

						<p><strong>NEW!&nbsp;</strong>SPELL-Links Pattern Inventory &amp; Analysis Tool (PIAT) is perfect for documenting progress as students progress through K-5 phonics/word study instruction. Find it waiting for you in your SPELL-Links to Reading &amp; Writing Companion Cloud (see side bar on this page for access).</p>
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						<p>SPELL-Links Class Links for Classrooms</p>
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						<p>SPELL-Links Class Links for Classrooms is a K-2 curriculum and provides everything needed to deliver a year of high-quality, hands-on Tier 1 classroom instruction to meet reading foundational skills.</p>

						<p>Aligned with SPELL-Links to Reading and Writing K-12 curriculum, SPELL-Links Class Links for Classrooms offers printable decodable books (also sold separately and in digital form&mdash;see below!), more scripted lesson plans, and easy-to-use reading and writing activities embedded for classroom use by teachers.</p>

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									<h4>SPELL-Links Class Links Book 1 Skills and Content</h4>

									<ul>
										<li>Rhyming</li>
										<li>Segmenting syllables &amp; phonemes</li>
										<li>Vowel discrimination</li>
										<li>Alphabetic principle</li>
										<li>Letter-sound relationships for consonants &#39;b, p, t, d, v, z, k, j, f, s, m, n, x, r, l, g, h, w, y, q&#39; and all short vowel sounds</li>
										<li>Letter patterns &amp; spelling rules</li>
										<li>Vocabulary knowledge</li>
										<li>Mental orthographic images of words</li>
										<li>Spelling</li>
										<li>Decoding</li>
										<li>Reading fluency</li>
										<li>Reading comprehension</li>
										<li>Writing</li>
									</ul>
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									<h4>SPELL-Links Class Links Book 2 Skills and Content</h4>

									<ul>
										<li>Rhyming</li>
										<li>Segmenting syllables &amp; phonemes</li>
										<li>Vowel discrimination</li>
										<li>Alphabetic principle</li>
										<li>Letter-sound relationships for consonants &#39;k&#39; and hard &#39;c&#39;; &#39;r, l&#39; after a vowel; /z/ sound spelled with &#39;s&#39;, consonant digraphs &#39;ng, th, wh, sh, ck&#39; and double consonants &#39;ff, ss, zz, ll&#39;</li>
										<li>Letter patterns &amp; spelling rules</li>
										<li>Vocabulary knowledge</li>
										<li>Mental orthographic images of words</li>
										<li>Spelling</li>
										<li>Decoding</li>
										<li>Reading fluency</li>
										<li>Reading comprehension</li>
										<li>Writing</li>
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						<p>SPELL-Links Decodable Books</p>
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						<h4>Decodable, Pattern-Loaded Books, digitally and in print!</h4>

						<p>Students LOVE to read these decodable, sequenced, pattern-loaded books again and again&hellip;and again! With the SPELL-Links Decodable Book Sets you have anytime, anywhere access to a collection of SPELL-Links pattern-focused decodable books* for use with word study, decoding, fluency, reading comprehension, vocabulary, and connected writing activities. These engaging resources are powerful for teaching and helpful for parent involvement and extending students&rsquo; reading practice at home.</p>

						<p>Three sets of books (Set 1, Set 2, or the Full Set&mdash;see item info for purchase details) include print/&quot;foldable&quot; versions AND digitally-enhanced versions with annotation capabilities and/or &quot;flippable&quot; e-book mode for any size of group reading and/or intervention!</p>

						<p><em>*Our decodable books include high frequency irregularly spelled words.</em></p>
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						<p>SPELL-Links Wordtivities &amp; Wordtivities Word Lists</p>
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						<h4>Word study instruction for stronger spelling, vocabulary, and reading outcomes with Wordtivities!</h4>

						<p>SPELL-Links Wordtivities helps you develop students&#39; literacy and language skills in the classroom and beyond. Through active engagement with the sounds, letters, and meanings of words, your K&ndash;12 students strengthen, integrate, and learn to apply multiple components of oral and written language to improve their spelling, word decoding, reading fluency, and reading comprehension; build depth and breadth of vocabulary; and enhance writing performance.</p>

						<ul>
							<li><strong>Spend less time planning lessons</strong>&nbsp;with dozens of grab-and-go activities on hand.</li>
							<li><strong>Be more organized and less stressed</strong>&nbsp;with a ready-made plan for literacy instruction.</li>
							<li><strong>Easily integrate with your existing core curriculum</strong>, so you can get started without starting over.</li>
							<li><strong>Get inspired and reenergized</strong>&nbsp;about teaching structured literacy in your classroom or clinic.</li>
						</ul>

						<h4>Skills &amp; Content</h4>

						<ul>
							<li>Phonological awareness</li>
							<li>Phonics</li>
							<li>Spelling</li>
							<li>Vocabulary</li>
							<li>Decoding</li>
							<li>Automatic word recognition</li>
							<li>Oral expression / Syntax</li>
						</ul>

						<p>SPELL-Links Wordtivities advance student performance with written language by organizing instruction into recognizing and producing spoken sounds (phonology) and developing and strengthening cognitive connections for effective, functional integration of phonological, orthographic, and semantic/ morphological processes while reading and writing.</p>

						<h4>Uses &amp; Applications</h4>

						<p>SPELL-Links Wordtivities is intended for use by classroom teachers; aides and other paraprofessionals; interventionists (speech-language pathologists, reading specialists, learning disabilities teachers, etc.); and parents.</p>

						<p>It can be used as a stand-alone word study program within your existing language arts curriculum or in conjunction with SPELL-Links to Reading &amp; Writing Word Study Curriculum.</p>

						<p><strong>NEW! </strong>Wordtivities Word Lists for Pattern-focused K-6 Word Lists for Multilinguistic Word Study Instruction</p>

						<ul>
							<li>From early consonants and short vowels to prefixes, suffixes, and word roots</li>
							<li>Organized for combined teaching of spelling, vocabulary, word-level reading</li>
							<li>Guides systematic, sequential, differentiated instruction across grades</li>
							<li>Use for whole class, small group, and 1:1 instruction</li>
							<li>Supports combined teaching of spelling, vocabulary, word-level reading with focus on integration of phonology, orthography, morphology, word meaning</li>
							<li>Includes Vocabulary Tier 1, 2 and 3 words</li>
							<li>Built-in pattern-loaded sentence writing and reading practice</li>
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						<h4>Access Your Reproducibles!</h4>

						<p>For SPELL-Links print-based customers only, access to the <strong>SPELL-Links</strong> Companion Cloud is provided <strong><a href="https://www.spell-links.com/companion_cloud/elfinder" target="_blank">here</a></strong>, <strong>enter the correct username below, and</strong> look in the front of your printed manual for the access code.</p>

						<p><u>SPELL-Links Products Companion Cloud User Names</u></p>

						<ul>
							<li><strong>SPELL-Links to Reading &amp; Writing: </strong>LBDLNX2</li>
							<li><strong>SPELL-Links Class Links for Classrooms Book 1:</strong> LBDCB1</li>
							<li><strong>SPELL-Links Class Links for Classrooms Book 2:</strong> LBDCB2</li>
							<li><strong>SPELL-Links Wordtivities:</strong> LNXWTV</li>
						</ul>

						<p>Q-global SPELL-Links customers access their SPELL-Links reproducibles within the Q-global Resource Library.</p>
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Product Details

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			<p><strong>The Language of Reading and Spelling Bundle</strong></p>

			<p>Four courses of 90 mins each will give you a foundational view of language as the basis for good reading and writing. Once you discover and explore current best practices in Part 1, you&rsquo;ll learn in-depth knowledge regarding phonology (sounds), orthography (letters), and morphology (meanings).</p>

			<p><strong>The Language Literacy Network</strong></p>

			<p>This course explains the details behind the 2021 creation of The Language Literacy Network by the SPELL-Links team and creator Dr. Jan Wasowicz. Learn the breadth and depth of language across speaking, listening, reading, and writing.</p>

			<p><strong>Getting Started with Wordtivities</strong></p>

			<p>Perfect for Tier 1 classroom word study, Wordtivities helps students learn the 14 SPELL-Links strategies at the whole class level! While you can use Wordtivities with 1:1 or small group settings as well, this course brings Wordtivities to life for large-group instruction.</p>

			<p><strong>Getting Started with SPELL-Links</strong></p>

			<p>Putting together a spelling assessment and intervention plan in your setting? Tie your planning and implementation together with this training that includes the full picture across your workflow.</p>
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			<p>The following resources are available for SPELL-Links to Reading &amp; Writing and SPELL-Links Class Links for Classrooms.</p>

			<h3>Product Samples</h3>
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			<ul class="link-list">
				<li><a href="https://learningbydesign.com/wp-content/uploads/2019/10/SPELL-Links-to-Reading-Writing-ProductSample-2019.pdf" target="_blank">SPELL-Links to Reading and Writing</a></li>
				<li><a href="https://www.spell-links.com/download/ClassLinksBook1SAMPLE.pdf" target="_blank">SPELL-Links Class Links for Classrooms Book 1</a></li>
				<li><a href="https://www.spell-links.com/download/ClassLinksBook2SAMPLE.pdf" target="_blank">SPELL-Links Class Links for Classrooms Book 2</a></li>
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			<ul class="link-list">
				<li><a href="/content/dam/school/global/clinical/us/assets/spell-links/spell-links-wordtivities-product-sample.pdf" target="_blank">SPELL-Links Wordtivities</a></li>
				<li><a href="/content/dam/school/global/clinical/us/assets/spell-links/spell-links-wordtivities-wordlists-product-sample.pdf" target="_blank">SPELL-Links Wordtivities Word Lists</a></li>
				<li><a href="/content/dam/school/global/clinical/us/assets/spell-links/lets-send-ken-annotated-page.png" target="_blank">SPELL-Links Decodable Books</a></li>
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			<h3>Flyers, Brochures, and Videos</h3>
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			<ul class="link-list">
				<li><a href="/content/dam/school/global/clinical/us/assets/spell-links/spell-links-summer-fl.pdf" target="_blank">FLYER: SPELL-Links and ESY/After School Programs</a></li>
				<li><a href="/content/dam/school/global/clinical/us/assets/spell-links/spell-links-trl-flyer.pdf" target="_blank">FLYER: SPELL-Links and The Reading League (TRL) Curriculum Alignment</a></li>
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			<ul class="link-list">
				<li><a href="/content/dam/school/global/clinical/us/assets/spell-links/spell-links-og-comparison-flyer.pdf" target="_blank">FLYER: SPELL-Links vs OG Comparison</a></li>
				<li><a href="https://www.brainshark.com/1/player/pearsonassessments?fb=0&amp;r3f1=&amp;custom=spell_links" target="_blank">VIDEO: SPELL-Links to Reading &amp; Writing Overview</a></li>
				<li><a href="https://www.brainshark.com/1/player/pearsonassessments?fb=0&amp;r3f1=&amp;custom=class_links" target="_blank">VIDEO: SPELL-Links Class Links for Classrooms&nbsp;</a></li>
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			<h3>Research and Research-Related Resources</h3>
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			<ul class="link-list">
				<li><a href="https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5625629/" target="_blank">The Impact of Transcription Writing Interventions for First-Grade Students</a></li>
				<li><a href="/content/dam/school/global/clinical/us/assets/spell-links/lnxoutcomesstudy1.pdf" target="_blank">Integration of language components in spelling: Instruction that maximizes students&rsquo; learning/Monograph No. 1</a></li>
				<li><a href="/content/dam/school/global/clinical/us/assets/spell-links/lnxoutcomesstudy2.pdf" target="_blank">The effects of a multiple linguistic, prescriptive approach to spelling instruction: A case study/Monograph No. 2</a></li>
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			<ul class="link-list">
				<li><a href="/content/dam/school/global/clinical/us/assets/spell-links/lda-article-on-speech-to-print.pdf" target="_blank">LDA Bulletin on Speech-to-Print Approaches to Reading Instruction</a></li>
				<li><a href="/content/dam/school/global/clinical/us/assets/spell-links/the-language-literacy-network.pdf" target="_blank">The Language Literacy Network (English)</a></li>
				<li><a href="/content/dam/school/global/clinical/us/assets/spell-links/the-language-literacy-network-spanish.pdf" target="_blank">The Language Literacy Network (Spanish)</a></li>
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Resources

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			<p>Are there embedded pre-tests/diagnostic assessments within the SPELL-LINKS program to help identify skill/lesson and starting point?</p>
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			<p>If you are using SPELL-Links via the Curricular or Supplemental Model, there is a suggested Scope and Sequence in the manual. Additionally, the SPELL-Links assessment software (SPELL-3; sold separately) prescribes the SPELL-Links lessons (target patterns) and starting point activity within each prescribed SPELL-Links lesson for a single student.</p>
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			<p>How long are the lessons?</p>
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			<p>Each SPELL-Links lesson(in any of the product offerings) consists of multiple activities, so the length of time required to complete a SPELL-Links lesson will vary. On average, an activity can be completed in 30 minutes but could take more or less time depending on student variables such as nature and complexity of disorder and attention and motivation factors, size of instructional group, and clinician familiarity with methods and activities. Frequency/intensity of intervention is determined by student need. For Tier 1 applications, SPELL-Links typically is completed during part of the reading block.</p>
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			<p>How do you determine if a student has a mental orthographic image (MOI)?</p>
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			<p>Spelling error analysis shows deficits in any one of the linguistic underpinnings of word-level reading and spelling (phonological, orthographic, morphological, mental orthographic image (MOI)/representation) will manifest as specific patterns of spelling errors in the student&#39;s spelling of words. Professionals well-trained in linguistic word study can observe patterns within students&#39; misspellings. For the rest of us, the SPELL-Links assessment software (SPELL-2), for example, uses spelling error analysis algorithms to identify deficits in a variety of underlying linguistic skills including storage and retrieval of mental orthographic images (MOIs) of specific words and word parts, including affixes.</p>
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			<p>What do you suggest to do when you have limited staff with regard to increasing intensity of treatment?</p>
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			<p>This is a real challenge and a problem that is set to grow as more students are identified through mandatory screening for dyslexia. A multi-faceted approach is needed to provide students the services they need with limited staff. This can include early (preschool) programs that will help to reduce the need for intervention and intensity of services needed once a student enters school, early screening and identification to provide early intervention before students fall significantly behind their peers, targeted intervention so each student receives only the instruction s/he needs, evidence-based instruction to achieve results as quickly as possible, and use of clinical tools and independent activities that deliver the repeated exposure and practice needed.</p>
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			<p>How and when would you integrate fluency instruction into practice?</p>
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			<p>First, it&#39;s important to distinguish between reading fluency and reading rate (wpm). Reading fluency is defined as &quot;reasonably accurate reading, at an appropriate rate, with suitable prosody, that leads to accurate and deep comprehension and motivation to read&quot; ( Hasbrouck &amp; Glaser 2014). Reading rate is one component of the three primary components of fluency (accuracy, rate, and expression) and develops as a student gains automatic word recognition. Multi-linguistic word study instruction, when properly done, leads to automatic word recognition and improved reading rate. For most students, reading fluency will emerge as reading rate improves. If not, there may be other factors--for example, oral language syntax comprehension deficits--at play that need to be addressed.</p>
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			<p>Have you seen improvement for students with dyslexia in terms of their response to intervention?</p>
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			<p>Students with dyslexia DO respond to intervention but they require more intensive, explicit, and systematic instruction and practice than students who struggle with reading and writing for other reasons, for example, students who come from a low-print, low-verbal home, ELL students, students with oral language disorders, and students who do not receive evidence-based instruction in the classroom (&quot;dysteachia&quot;).</p>
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			<p>Do you ever see memory deficits in these students?</p>
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			<p>Working memory deficits are not uncommon in children who struggle with written language.</p>
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			<p>Is it common for a student to be a great reader and decode well, but spelling is terrible? &nbsp;</p>
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			<p>It&#39;s possible that a student can be a poor speller and yet have strong reading skills. More commonly, however, if a student is a poor speller, weak reading skills often co-exist. Weak decoding skills could be masked by strong vocabulary and compensatory strategies such as guessing a word from context. Or a student may decode accurately but not efficiently, automatically, so on the surface reading decoding may seem &quot;normal&quot; but the student&#39;s comprehension may be compromised due to inefficiency of decoding. If a student presents with poor spelling, it&#39;s important to carefully examine decoding skills that on the surface may appear to be within normal limits. &nbsp;</p>
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			<p>What separates SPELL-Links products from other dyslexia intervention programs? &nbsp;</p>
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			<p>There are many distinguishing components. Most notable is SPELL-Links&#39; speech-to-print (vs. print-to-speech) approach. A comprehensive <a href="/content/dam/school/global/clinical/us/assets/spell-links/spell-links-og-comparison-flyer.pdf" target="_blank">comparison</a> of what separates SPELL-Links from other dyslexia intervention programs can be found under the Resources tab.</p>
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FAQs

/professional-assessments/blog-webinars/hybris-training-tab-content.content.html?tagId=school%3aglobal%2fclinical%2fus%2fprograms-and-products%2f100000733

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			<p>The following live training events are available for those interested in one or more SPELL-Links products.</p>
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SPELL-Links Intervention and Training Products

SPELL-Links / Learning By Design, Inc.

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