LETRS Supports Teachers and Complements Their Individuality

LETRS, a research-based professional development program, provides educators with a core understanding of language structure and helps them gain in-depth instructional information to complement their teaching practice. Using books, eBooks, online and/or in-person training deepens educators’ knowledge of reading instruction.

The content in LETRS thoroughly addresses each component—phoneme awareness; phonics, decoding, spelling, and word study; oral language development; vocabulary; reading fluency; comprehension; and writing—filling in gaps educators might have had in their undergraduate or graduate studies.


LETRS Training

During their course of study, educators:

  • Build a bridge between research and practice
  • Cultivate knowledge about teaching literacy and language
  • Develop teachers' ability to diagnose and overcome students' reading challenges
  • Learn practical strategies that work for every type of learner
  • Increase effectiveness of core reading and supplementary instruction
  • Engage with real-world applications and thought-provoking questions

LETRS is validated by numerous studies that show improvement in instruction and student achievement


INCREASES in Teacher Knowledge

“The increase in teacher knowledge of early literacy skills was found to be associated with the progress educators made in the professional development program using LETRS. At the end of the study, educators who had not started the professional development program were in the 54th percentile on the Teacher Knowledge of Early Literacy Skills (TKELS) compared to educators who completed the program and who were in the 65th percentile.”

—Executive Summary, Regional Educational Laboratory of the Southeast and Mississippi Department of Education: Educator Outcomes Associated with Implementation of Mississippi’s K-3 Early Literacy Professional Development Initiative

STUDENTS SUCCEED when LETRS training is conducted with fidelity

“When teachers participate in sufficient training on reading development, language structure, individual differences, and effective teaching procedures, and are helped to apply what they learn during the year, weaker students in grades K-5 improve significantly in all areas.”

—McCutchen et al., 2002a; McCutchen, Harry, Cunningham, Cox, Sidman, & Covill, 2002b; McCutchen, Green, Abbott, & Sanders, in press

LETRS FILLS THE GAPS from instruction any teacher may have received in college

LETRS is effective in building teachers’ understanding of language structure, individual differences, and research-based reading practices—concepts that are often treated insufficiently in teacher preparation.”

—Bos, Mather, Dickson, Podhajski, & Chard, 2001; Cunningham, Perry, Stanovich, & Stanovich, 2004; Walsh, Glaser, & Dunne-Wilcox, 2006

Success Stories

Students experience consistent, dramatic results from instruction by LETRS-trained teachers at Peshastin-Dryden Elementary, Leavenworth, WA

Since 2003, every Peshastin-Dryden teacher has been LETRS trained, which has greatly enhanced their ability to understand the process of learning to read. As a result, students in grades K-2 at the school have seen more growth in literacy in the past two years than any students have in the history of Cascade School District.

“I’m filling the holes in the curriculum with my knowledge through LETRS.”

—Melissa Carvitto, Teacher, Peshastin-Dryden Elementary, Cascade School District, Leavenworth, WA

LETRS’ Testimonials from Educators


“The LETRS training effectively connected current research to explicit instruction and gave all participants meaningful content and strategies to implement in classrooms immediately. … The LETRS modules rank among the most extensive and in-depth training I have ever received in reading.”

—Pamela Herrera, Supervisor of Title I, Delaware
LETRS is a well-developed, step-by-step program that takes teachers through knowledge of reading, scope, and sequence with the best strategies and the best research to support it. … LETRS has empowered our teachers to do their best for kids.”

—Linda Flint, Reading Coordinator, Kansas
“Thank you for providing the most valuable training I’ve received in my entire educational career. I now have the knowledge, backed by research, to support my teachers as they create reading success for all students.”

—Gary Robinson, Principal, Indiana