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SPELL-Links Intervention and Training Products

SPELL-Links / Learning By Design, Inc.
  • Jan Wasowicz, PhD
  • Kenn Apel, PhD
  • Julie J Masterson, PhD
  • Anne Whitney, EdD
SPELL-Links™ 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's innate, biological wiring and organization for oral language combined with multi-linguistic and meta-linguistic instruction. See our Guidance on using these resources remotely.
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SPELL-Links The Language of Reading and Spelling Part 3: Orthography On Demand 2 Hours
A103000369533 Qualification Level B

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.

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.

Ordering

$118.00

Please note that the item can still be purchased. We will update you as soon as the item is back in our stock.

Training details

Audience: This session is targeted to K-12 educators, language and literacy specialists, and administrators.

Course description: 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.

Learning objectives: After attending this session, participants will be able to:

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

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