Research based. Results proven.
Improve K–12 student literacy and education outcomes by introducing a new paradigm of effective structured literacy instruction that produces effective writers and fluent readers with strong comprehension and rich vocabularies.
The Science Behind the System
Building the Brain for LiteracySPELL-Links™ uniquely applies clinical and neurobiological brain research, using speech to print word study instruction. Speech-to-print structured literacy instruction leverages the biological organization and wiring of the brain for oral language as the gateway to achieve reading, writing, and spelling success for all K–12 students.
Bringing the Research to You
Receive abstracts of new word study research when you connect with educators and researchers across multiple disciplines via SPELLTalk. This FREE online professional discussion group is dedicated to advancing educators’ understanding of current research and best practices in word study and structured literacy instruction.
Wired for Oral Language
Re-Wired for Written Language
SPELL-Links Outcome Data: The Impact of Transcription Writing Interventions for First-Grade Students (Reading & Writing Quarterly, 2017) In this study conducted by the Florida Center on Reading Research (FCRR), low-performing first grade students who received SPELL-Links intervention in small groups outperformed the control group with moderate effect sizes across different measures of spelling and curriculum-based writing.
Morphological Awareness Intervention with Kindergartners and 1st and 2nd Grade Students from Low Socioeconomic Status Homes: A Feasibility Study (Language, Speech, and Hearing Services in the Schools, 2013) This 9-week study examined the effect of morphological awareness intervention on the morphological awareness and literacy skills of students from low socio-economic status homes using a variety of intervention tasks including meta-linguistic analysis word relatives and manipulation of morphemes, methods featured in SPELL-Links to Reading & Writing. Results showed medium to very large clinically significant gains in morphological awareness and literacy abilities across all participants.
Morphological Awareness Intervention with Kindergartners and 1st and 2nd Grade Students from Low Socioeconomic Status Homes: A Small Efficacy Study (Journal of Learning Disabilities, 2013) This 8-week study examined the effect of morphological awareness intervention on the morphological awareness and reading skills of students from low socioeconomic status homes using a variety of intervention tasks including meta-linguistic analysis word relatives and manipulation of morphemes, methods featured in SPELL-Links to Reading & Writing. Students receiving intervention showed statistically significant gains in morphological awareness with large effect sizes on most measures.
The Spelling Sensitivity Score: Representing Increases in Accuracy and Complexity (ASHA, 2009) The Spelling Sensitivity Score (SSS), based on the SPELL & SPELL-Links prescriptive and multi-linguistic word study model, represents what children’s spellings reveal about their word study knowledge and captures developmental changes in children’s literacy performance.
Classroom Implementation of the Multi-linguistic Model for Literacy Instruction (ASHA, 2008) This three-year project examined the effects of the SPELL & SPELL-Links prescriptive and multi-linguistic word study model for grades 3–5. The project found that SPELL-Links improves nonsense and real word decoding, as well as spelling accuracy in writing samples.
Criterion Validity of the Spelling Performance Evaluation for Language and Literacy – SPELL (ASHA, 2006) The criterion validity of SPELL spelling assessment software is established by its significant correlation with the Test of Written Spelling-4 and the Woodcock Diagnostic Reading Battery.
Outcomes Report: SPELL-Links to Reading & Writing (Language and Literacy Learning in Schools, 2004) Third and fourth grade students who received nine weeks of SPELL-Links to Reading & Writing word study and structured literacy instruction demonstrated large, statistically significant gains in spelling skills in comparison to students who received traditional spelling instruction.
Outcomes Report: SPELL & SPELL-Links to Reading & Writing (Communication Disorders Quarterly, 2004) A fourth grade student showed significant gains in spelling and decoding skills after receiving the SPELL assessment and nine weeks of word study intervention using the structured literacy instruction methods of the SPELL-Links to Reading & Writing word study curriculum.
Second Chances: Improving Decoding Skills in the Older Student (Language, Speech, and Hearing Services in the Schools, 1999) The assessment and intervention procedures used in SPELL-Links are examined in this 33-hour intervention case study with an adult college student. Post-intervention measures revealed significant improvement in word attack and word identification reading scores with percentile gains of 10 to 14 points and grade equivalent increases of 3 to 5 years across measures. Reading rate increased and error rate decreased, advancing the student from a difficult text to instructional text reading level.
Join the Discussion
SPELLTalk is a free, online discussion group for literacy professionals who want to advance their skills and knowledge of current research.