Making A Difference in K-12 Education
Word Study Research & Results in the Classroom
SPELL-Links is based on the most current and relevant research on best practices in teaching reading and spelling. When you use our word study materials, products and services, you can rest assured that you are using proven effective methods with your students, while eliminating the methods that don’t work.
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Word Study in the Classroom
Professional Development for Teachers
Word Study Resources for Teachers
ASHA (2009)
The Spelling Sensitivity Score (
ASHA (2008)
This three-year project, examining the effects the SPELL/SPELL-Links prescriptive and multi-linguistic word study model, found nonsense word decoding improved in grades 3 through 5 and real word decoding improved in grade 5. Standardized scores in spelling to dictation did not increase; however, accuracy in writing samples did increase both within and across grade levels.
Language & Literacy Learning in the Schools (2004)
Third and fourth grade students who received nine weeks of SPELL-Links to Reading & Writing instructional methods demonstrate large, statistically significant gains in spelling skills in comparison to children who received traditional spelling instruction.
Current best practices for teaching spelling and reading are documented in a large and rapidly growing body of research conducted by the leading experts in the science of word study.
Why Spelling is Important and How to Teach it Effectively (2008)
Dr. Virginia Berninger, Professor of Educational Psychology at the University of Washington, highlights the relationship between spelling, reading, and writing, summarizes key research, and describes current best practices for spelling instruction. Dr. Berninger cites SPELL-Links to Reading & Writing as an evidence-based instructional tool for explicit spelling instruction.
National Council for Teachers of English (2003)
Dr. Shane Templeton, Foundation Professor of Literacy Studies at the University of Nevada, endorses SPELL-2 as a well-constructed assessment supported by solid research in an article published by the National Council for Teachers of English.