why schools need
​spell-links.

Our brains are biologically wired for oral, not written, language. That's why we developed SPELL-Links. 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 letters sounds, an approach called "print to speech". This unnatural approach makes learning to read and write more difficult than it needs to be.


SPELL-Links puts spoken language first, utilizing a speech-to-print approach based on neurobiological brain research. Our methodology and materials focus on developing, connecting, and integrating the different processes and regions of the brain involved in effective reading and writing.  Students first learn how to attend to the sound structure of spoken English words and then learn 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 in 20 years of clinical and neuroimaging research.    


With SPELL-Links, students 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


Put oral language first and improve your literacy outcomes with SPELL-Links' integrated literacy solution for schools. The SPELL-Links curriculum provides you with everything from assessment to intervention to progress monitoring across all tiers of instruction and all grade levels.

                                               

the human brain

biologically wired for ​oral language



working together with you to put more 'r' in 'rti'.



re-wired for written language



Are your students responding to intervention?

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'.