This session presented the basis and components for an evidence based approach to spelling intervention. In this seminar, the metalinguistic skills that support spelling was discussed and then a demonstration of implementing a metalinguistic intervention approach that incorporates these skills was presented. 

ASHA: 0.2 ASHA CEUs, Intermediate Level

CA SLPAHB: 2.0 

CMH: 2.0 

Kenn Apel, PhD, is Distinguished Professor Emeritus in the Department of Communication Sciences and Disorders at the University of South Carolina, Columbia. Formerly, he was chair of that department. Dr. Apel has more than 30 years of experience conducting research in the areas of spoken and written language. His recent research focus is on the linguistic factors that contribute to the development of reading and spelling, including morphological awareness and orthographic knowledge. He currently is the principal investigator on a three-year, $1.4M IES-sponsored grant (MATRS: Morphological Assessment for Reading and Spelling) to develop a morphological awareness assessment measure for students in the 1^st through 6^th grades. Dr. Apel is a Fellow of the American Speech-Language-Hearing Association. He also received the Honors of that Association.

1. explain the linguistic underpinnings of spelling and its development 
2. list intervention procedures and activities that address the linguistic knowledge in need of instruction or intervention to facilitate growth in word-level literacy skills (i.e., spelling and word-level reading)
3. Develop a cluster of word-study instruction and intervention strategies that contribute to students’ language and literacy skills.

This course must be watched in its entirety. In order to receive the CMH or the CEU certificate, a quiz is required to be completed with 80% success.

Financial— Dr. Apel will receive a speaking fee from the Lavi Institute/Power Up Conference. He currently is the principal investigator on a three-year, $1.4M IES-sponsored grant (MATRS: Morphological Assessment for Reading and Spelling) to develop a morphological awareness assessment measure for students in the 1^st through 6^th grades. 

Nonfinancial— No relevant nonfinancial relationship exists.

5 mins – Disclosures, Introduction

25 mins – Objectives:

1. explain the linguistic underpinnings of spelling and its development 
2. list intervention procedures and activities that address the linguistic knowledge in need of instruction or intervention to facilitate growth in word-level literacy skills (i.e., spelling and word-level reading)
3. Develop a cluster of word-study instruction and intervention strategies that contribute to students’ language and literacy skills.
4.  

50 mins – Methodology: evidence based procedures and activities for spelling intervention  

30 mins – Recommendations:  importance of informal observations, considerations for special populations, adverse impact on education

10 mins – Q&A