Our brains are biologically wired for oral language (not written language) so shouldn't reading and writing instruction begin there? The answer is yes! Unfortunately, most traditional reading programs don't leverage the brain's innate wiring and abilities. Instead, these programs begin with the written letter and teach students to map the letter to the sound, an approach called "print to speech".
On the other hand, SPELL-Links puts spoken language first. Utilizing a speech-to-print approach based on neurobiological brain research, students first learn how to attend to the sound structure of spoken English words and then how to connect sounds, letter patterns, and meanings to develop the reading and writing neural circuits required to read and spell. Strong gains in reading, writing, and spelling using this approach have been well documented over the past 20 years. Our methodology and materials focus on developing, connecting, and integrating the different processes and regions of the brain involved in effective reading and writing.
With SPELL-Links, students also learn meta-linguistic word study strategies—the ability to think about, talk about, organize, and interpret the sounds, letters, and meanings of words. In this way, students develop the executive function skills that empower them to independently apply their word study knowledge, skills, and strategies to successfully and independently read, write, and spell every day, not just during the classroom lesson or on the weekly test.
Put oral language first and improve your literacy outcomes with SPELL-Links' integrated literacy solution for schools, from assessment to intervention across all tiers of instruction and all grade levels.
Learning to read and write is not easy for many students, so why teach it backward? If you're not seeing the response you need to see with core instruction and tiered interventions, it's time for change. We're here to help you put more 'R' in your 'RTI'.
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