SPELL-Links Intervention and Training Products

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 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.

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

• 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.
• Describe Lexical Quality Hypothesis and Triple Word Form Theory and their implications for teaching reading and spelling.-
• 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.
• Explain how reading and writing automaticity and fluency is achieved and identify instructional practices that promote automaticity and fluency.
• Explain how the human brain, wired for oral language, must be re-wired for written language.
• Describe how behavioral and brain-imaging research has changed our understanding of best practices for teaching literacy.
• 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.
• 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.
• Define statistical learning and describe the role it plays in learning to speak, listen, read, and write