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 Literacy

SPELL-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.

Teaching Literacy Using a Multiple-Linguistic Word-Study Spelling Approach: A Systematic Review (EBP Briefs, 2009) A systematic review of the peer-reviewed quantitative research related to language and literacy outcomes in school-age children using a multiple-linguistic spelling instructional approach. Studies that used SPELL-Links to Reading & Writing activities are included in this review.

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.​

For more research and publications about SPELL-Links, check Google Scholar.

Join the Discussion

SPELLTalk is a free, online discussion group for literacy professionals who want to advance their skills and knowledge of current research. 

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