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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 4: Morphology On Demand 1.5 Hours
A103000369534 Qualification Level B

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.

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 morphology 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 morphological awareness and give examples of varying ways students can demonstrate their skills with this metalinguistic skill.
  • Explain the role of morphological awareness in students’ developing reading and spelling skills.
  • Distinguish between inflectional and derivational morphemes and how each might contribute to students’ developing morphological awareness.
  • Explain the basic tenets of stage and repertoire theories and how research supports the repertoire theory when discussing the development of morphological awareness.
  • Explain methods for assessing and instructing morphological awareness for students as well as factors that may influence students’ performance on morphological awareness assessment and instructional/intervention tasks.
 

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