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>&nbsp;<a href="https://www.pearsonassessments.com/content/dam/school/global/clinical/us/assets/telepractice/guidance-documents/telepractice-and-intervention.pdf" rel="nofollow noopener noreferrer" style="box-sizing: inherit; background-color: transparent; text-decoration: none; color: rgb(0, 111, 143);" target="_blank">See our Guidance on using these resources remotely.</a></strong>

Type de Plateforme

Q-global

Type de matériel

Autres matériels (par exemple: règles, feuillets de planification, aperçu pour les parents)

Manuels

Type de notation

Notation manuelle

Langue

Anglais

Type de formation

Sur demande

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.

Trousses de démarrage et trousses complètes, imprimées et numériques

Trousses

Manuels, livres de stimulation, articles de remplacement et autres matériaux

Matériels de soutien

Formations en présentiel, en virtuel et à la demande

Training

Tous les tests et matériaux proposés pour SPELL-Links / Learning By Design, Inc.

Tous les produits

Spelling Performance Evaluation for Language & Literacy | Third Edition

aimswebPlus & aimswebPlus Canadian Edition

Shaywitz DyslexiaScreen

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 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)

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 Printables (Digital)

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

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)

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

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

Includes SPELL-Links Class Links Book 1 (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 1 Bundle (Print)

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)

Includes SPELL-Links Wordtivities Spiral bound activity book (Print), one set of small picture card manipulatives (Print), one set of large keyword picture card manipulatives (Print), one set of 4x5.5 inch keyword images (Digital), reproducible desktop sound charts (Digital), Student Assignment Sheets (Digital)

SPELL-Links Wordtivities Kit (Print)

Includes 3-volume spiral-bound curriculum (Print), access to cloud library of reproducible materials (Digital), 10 peel &amp; stick 4&quot; x 5&quot; labels

SPELL-Links To Reading and Writing Second Edition (Print)

<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

<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 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>
			<br type="_moz" />
			&nbsp;
		</tr>
	</tbody>
</table>

Détails de la formation

<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

<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 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>
			<br type="_moz" />
			&nbsp;
		</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>

<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 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

<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, 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>

<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 Getting Started with Wordtivities On Demand 3 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 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 &amp; Writing word study curriculum materials and the SPELL-3 assessment. 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 Getting Started with SPELL-Links to Reading & Writing and SPELL-3 On Demand 6 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 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

<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 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 1 spiral-bound collection of pattern-focused grade level word lists for K-6 word study (Print) and access to cloud library of reproducible materials (Digital)

SPELL-LINKS Wordtivities Word Lists (Print)

<strong>Niveau de qualification</strong><br />
<br />
<strong>Niveau A</strong><br />
<br />
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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.

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Aperçu

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			<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>

			<p>SPELL-Links Class Links for Classrooms provides everything needed to deliver a year of high-quality, hands-on Tier 1 classroom instruction to meet reading foundational skills.</p>

			<h3>Benefits</h3>

			<ul>
				<li>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.</li>
				<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>

			<h3>Features</h3>

			<p>The individualized and flexible design of 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>

			<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>

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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>
						</ul>
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			<h3>Now Available!</h3>

			<h4>Digital Assets: Lessons Sets and Reproducibles for SPELL-Links to Reading and Writing</h4>

			<p>You can now choose to replace your paper materials with a digital version, or purchase the curriculum for the first time. The Q-global Resource Library hosts SPELL-Links 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>

			<h3>Introducing SPELL-Links Wordtivities!</h3>

			<h4>Word study instruction for stronger spelling, vocabulary, and reading outcomes</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> with dozens of grab-and-go activities on hand.</li>
				<li><strong>Be more organized and less stressed</strong> 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> 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>Intended Use</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>&nbsp;</p>
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Détails du Produit

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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 and SPELL-3</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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Formation

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			<h3>Sample Lesson</h3>

			<p>The following sample lessons are available.</p>

			<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>
			</ul>

			<p>The following resources are available for SPELL-Links to Reading &amp; Writing and SPELL-Links Class Links for Classrooms.</p>
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			<td>&nbsp;</td>
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			<ul class="link-list">
				<li><a href="https://www.brainshark.com/pearsonassessments/SPELL_Links" target="_blank">K-12 SPELL-Links for Reading and Writing intervention</a></li>
				<li><a href="https://www.brainshark.com/pearsonassessments/Class_Links" target="_blank">K-2 SPELL-Links Class Links for Classrooms</a></li>
				<li><a href="/content/dam/school/global/clinical/us/assets/spell/spell-links-flyer.pdf" target="_blank">SPELL-Links&trade; to Reading and Writing and SPELL-Links Class Links</a></li>
			</ul>
			</td>
			<td>
			<ul class="link-list">
				<li><a href="http://www.spell-links.com/download/ClassLinksBook1SAMPLE.pdf" target="_blank">SPELL-Links Class Links for Classrooms Book 1</a></li>
				<li><a href="http://www.spell-links.com/download/ClassLinksBook2SAMPLE.pdf" target="_blank">SPELL-Links Class Links for Classrooms Book 2</a></li>
				<li><a href="/content/dam/school/global/clinical/us/assets/spell-links/give your-afterschool-program-a-literacy-boost.pdf" target="_blank">SPELL-Links: Give your afterschool program - and students - a literacy boost!</a></li>
			</ul>
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			<p>The following Product Sample is available for SPELL-Links Wordtivities.</p>

			<ul class="link-list">
				<li><a href="/content/dam/school/global/clinical/us/assets/spell-links/spell-links-wordtivities-product-sample.pdf">Wordtivities Product Sample</a></li>
			</ul>

			<h3>Research &amp; Materials</h3>
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			<p>Research Base for SPELL-Links</p>
			</td>
			<td>
			<p>Jeanne Wanzek, Brandy Gatlin, Stephanie Al Otaiba &amp; Young-Suk Grace Kim (2016) The Impact of Transcription Writing Interventions for First-Grade Students, Reading &amp; Writing Quarterly, 33:5, 484-499, DOI: 10.1080/10573569.2016.1250142</p>
			</td>
			<td><br />
			<a href="https://www.tandfonline.com/doi/abs/10.1080/10573569.2016.1250142" id="docs-internal-guid-c6436bf1-7fff-28b7-ab9e-cd63b2b2fbda" style="text-decoration:none;"><u>View Report</u></a></td>
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			<td>
			<p>Outcomes Report: SPELL-Links to Reading &amp; Writing</p>
			</td>
			<td>
			<p>(2005) Monograph No. 1, Evanston, IL: Learning By Design, Inc.<br />
			(Data also published as:&nbsp; Integration of language components in spelling: Instruction that maximizes students&#39; learning. (2004) Apel, K., Masterson, J.J., &amp; Hart, P. Language and Literacy Learning in Schools, New York: Guilford Press.)</p>
			</td>
			<td>
			<p><a href="https://nebula.wsimg.com/cf9bd7a2f90525dd588a1fbfd6377096?AccessKeyId=E197AE8D5240BD028530&amp;disposition=0&amp;alloworigin=1" id="docs-internal-guid-45a6a23b-7fff-e56f-1477-7ab967f29f80" style="text-decoration:none;"><u>View Report</u></a></p>
			</td>
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			<p>Outcomes Report: SPELL &amp; SPELL-Links to Reading &amp; Writing</p>
			</td>
			<td>
			<p>(2005) Monograph No. 2, Evanston, IL: Learning By Design, Inc.<br />
			(Data also published as: The effects of a multiple linguistic, prescriptive approach to spelling instruction: A case study. (2004) Kelman, M. &amp; Apel, K. Communication Disorders Quarterly, 25, 2, 56-66.)</p>
			</td>
			<td>
			<p><a href="https://nebula.wsimg.com/1d04927c47600f580062f40bb0f29649?AccessKeyId=E197AE8D5240BD028530&amp;disposition=0&amp;alloworigin=1" id="docs-internal-guid-dc8edd3a-7fff-034b-6146-9d0e5a7c921d" style="text-decoration:none;"><u>View Report</u></a></p>
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Ressources

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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>
			</td>
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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-2; 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 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. When using SPELL-Links Class Links for classroom instruction, the lessons are part of the daily 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>The term dyslexia may be confusing to professionals and the public in general, isn&#39;t it important to just say difficulties/challenges in reading/writing and define these rather than saying &quot;dyslexia?&quot; Same with any term we need. I thought &quot;dyslexia&quot; was &quot;word blindness.&quot; I have heard dyslexia to mean reading comprehension difficulties.</p>
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			<p>The International Dyslexia Association defines dyslexia as &quot;a specific learning disability that is neurobiological in origin. It is characterized by difficulties with accurate and/or fluent word recognition and by poor spelling and decoding abilities. These difficulties typically result from a deficit in the phonological component of language that is often unexpected in relation to other cognitive abilities and the provision of effective classroom instruction. Secondary consequences may include problems in reading comprehension and reduced reading experience that can impede growth of vocabulary and background knowledge.&quot; Many state education departments have adopted this definition. More important than the label is identifying each student&#39;s specific deficits so that intervention can be tailored to the unique needs of the student.</p>
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			<p>What do you suggest to do when you have a limited staff for an entire elementary school (i.e., one special education teacher, one reading interventionist) with regard to increasing intensity of treatment?</p>
			</td>
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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>&quot;First, it&#39;s imporant to distinguish between fluency and reading rate (wpm). Reading fluency is defined as &quot;&quot;reasonably accurate reading, at an appropriate rate, with suitable prosody, that leads to accurate and deep comprehension and motivation to read&quot;&quot; by 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. &quot;</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 student 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>Do you tend to see patterns of errors with dyslexia within this program? &nbsp;</p>
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			<p>There are sub-types of dyslexia and no two students are identical. This is why, in a special education context, a diagnostic assessment is so important; intervention should not be a one-size-fits-all approach. At the larger general education level, robust structured literacy instruction using SPELL-Links Class Links, for example, can be preventative but can also intensify the individualized plan in special education when crafted by the education team together. &nbsp;</p>
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			<p>What is the recommended age/grade level? Could it be used for secondary students (grade 6-12)? &nbsp;</p>
			</td>
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			<p>A speech-to-print structured literacy approach, and the SPELL-Links program itself, is appropriate for students of all ages as documented by published research. &nbsp;</p>
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			<p>Could you address any distinctions between dyslexia, hearing loss, and auditory processing disorder in identification and implications for intervention? &nbsp;</p>
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			<td>
			<p>These are three very distinct disorders which may co-exist. Regardless of the disorder, all students would benefit from structured, speech-to-print, multi-linguistic literacy instruction. Modifications may be needed both during assessment and intervention, for example a student with a hearing loss would benefit from added visual cueing, but the framework of diagnostic assessment and instruction would remain the same. &nbsp;</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/Class Links from other dyslexia intervention programs? &nbsp;</p>
			</td>
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			<td>
			<p>There are many distinguishing components. Most notable is SPELL-Links&#39; speech-to-print (vs. print-to-speech) approach. A comprehensive description of what separates SPELL-Links from other dyslexia intervention programs can be found here on this page under the Resources tab! &nbsp;</p>
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			<p>What were the improvement results of the FL project? &nbsp;</p>
			</td>
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			<p>In the study conducted by the Florida Center on Reading Research (FCRR), low-performing first grade students who received SPELL-Links Class Links intervention in small groups outperformed the control group with moderate effect sizes across different measures of spelling and curriculum-based writing. You can read and link to the study on the Resources tab of this page. &nbsp;</p>
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/blog-webinars/hybris-training-tab-content.content.html?tagId=school%3aglobal%2fclinical%2fca%2fprograms-and-products%2fP100008170

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			<p>The following training events are available for SPELL-Links to Reading &amp; Writing and SPELL-Links Class Links for Classrooms.</p>
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			<td>&nbsp;</td>
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SPELL-Links Intervention and Training Products

SPELL-Links / Learning By Design, Inc.

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