Purpose: Speech-language pathologists (SLPs) working within the pediatric field will find themselves working with school-age children and consequently collaborating with teaching staff. Knowledge of the links between language, speech, and literacy can support and inform successful collaboration between the SLP and the teacher and their shared goal of facilitating the school-age child in accessing the curriculum. To facilitate and develop the collaborative working practices of SLPs working with school-age children and teaching staff, it is helpful, to both parties, to develop and extend their explicit understanding of the link between language, speech, and spelling. Method: In this tutorial, I describe how verbal and written speech and language skills are inextricably linked and key to spelling development and progress. I will (a) discuss the complexities of spelling in the English language; (b) describe the links between language, speech, and spelling; and (c) propose a linguistically informed approach to spelling intervention. Conclusion: SLPs have expertise in the key speech and language domains such as phonology, morphology, and semantics and are therefore well placed to play an important role in supporting learners in making links between these domains in relation to spelling development and intervention.