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 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.