“The curriculum is…amazing. I love that it has writing and even reading activities to go along with the lesson plans. I'm really blown away by the detail of these lessons. I'm trained in Orton Gillingham and I've dabbled in Words Their Way. Your SPELL/SPELL-Links program is better than the two of these combined with a shot of steroids. It's fabulous.”
Jen Preschern MS, CCC-SLP
COmpare SPELL-Links with OG-Based programs.
How does SPELL-Links to Reading & Writing compare with commercially-available Orton-Gillingham (OG)-based programs? We’re glad you asked! SPELL-Links to Reading & Writing has much in common with commercial OG-based programs: explicit, systematic, cumulative, multi-sensory…structured language program!
Here we highlight many of the distinctive advantages of SPELL-Links to Reading & Writing.
SPELL-Links to Reading & Writing
Directionality and Organization of Instruction
Print to Speech
Instruction starts with a letter and one corresponding sound is taught for that letter.
Speech to Print
Model of Instruction
Instruction typically begins with phonological awareness, progressing to orthographic knowledge, and ending with morphological knowledge in later stages of instruction.
Phonological, orthographic, semantic, and morphological instruction is integrated throughout the curriculum and across all grades.
Starting Point of Instruction
Entry points typically are limited with same instructional program and sequence for all.
Entry point is uniquely prescribed for each student with differentiated instruction for all.
Teacher Imparts Knowledge
Students are told how our language system works.
Student Discovers Knowledge
Students discover how our language system works.
Based on Man-made Conventions for Printed Words
Lots of attention and instructional time is allotted to marking vowel and consonant letters within a word to determine where to break a word into syllables based on its visual patterns.
Based on Biologically-inherent Syllable Separations of Spoken Language
Focus of instruction for syllables is based on direct mapping of spoken syllables with their corresponding letters; words are broken into syllables based on inborn syllable separations of spoken language.
Introduced, practiced, and assessed separately as whole words.
Layered within lessons to fully connect the spelling of a word with its sounds and meaning.
Practice with decoding nonsense words.
Integrated with Instruction
Nonsense words are used by students to demonstrate internalized learning.
Look, Say, Write
Say, Hear, Write, Read
“Auditory” Component (Phoneme Discrimination and Prosodic Awareness)
Not Typically Included
Explicit phoneme discrimination and prosodic awareness instruction, critical for struggling readers and writers and ELL students, is included.
Hand Movement Associated with Sounds
For example, ‘tapping’, ‘pounding’ ‘bumping’ fingers or hands to represent sounds or syllables; 'finger spelling' used to represent sounds and then letters; 'simultaneous oral spelling', that is, saying letter names with simultaneous writing of corresponding letters, is taught.
Variety of Motor Associations with Sounds
Includes using fingers and hands to represent phonemes and syllables. Additionally, spoken sounds are associated with simultaneous writing of corresponding letters to foster development of neural functional connectivity and strengthen motor memory for authentic writing.
Includes Tactile Experiences
Tactile experiences may include, for example, modeling letters with clay and writing in sand or on bumpy surfaces.
The focus of instruction is, instead, on developing motor memories associated with authentic writing.
Declarative vs. Procedural Knowledge
Students are directly taught specific language patterns and expectancies.
Students discover specific language patterns and expectancies and immediately in tandem receive explicit instruction and extensive practice with how to apply their newly acquired knowledge and skills to reading and writing.
Meta-Cognitive and Executive Function Components
One Core Meta-Cognitive Strategy
Instruction typically emphasizes one core strategy—break the words into syllables.
14 Meta-Cognitive Strategies
Instruction emphasizes using multiple strategies for independent problem solving when spelling and reading words.
Available in a series of levels generally sold separately.
Available as a complete intervention program.
On average, complete core program costs $3000.
SPELL-Links to Reading & Writing complete core program: $349.
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