Voyager Sopris Learning EDVIEW360 Blog | Voyager Sopris Learning

Blog Series

Written by

Brett Tingley

Parents Are the Missing Piece in Literacy Reform

Thursday, September 17, 2026

For years, literacy reform has focused on policies, programs, and professional development—but one essential partner has often been left on the sidelines: parents.

Written by

Dr. Stephanie Stollar

Tier 1 Done Right: Let's Take a Look at What's 'Under the Hood'

Tuesday, September 08, 2026

Multi-Tiered System of Supports (MTSS) is the framework for using data to efficiently match students to a coherent and aligned system of support that promotes academic and social-emotional well-being.

Written by

Natalie Wexler

Building Knowledge, Building Readers: Why Background Knowledge Is Crucial for Reading Comprehension

Tuesday, August 18, 2026

Children who come to school with more academic knowledge, or one half of the “Velcro,” can understand more complex text and retain new vocabulary from that text, which then enables them to read yet more complex text.

Written by

Jeanne Schopf, M.Ed., NBCT, C-SLDI

Impactful Instruction for Adolescent Learners

Thursday, August 13, 2026

As an educator, I have had the privilege of collaborating with secondary teachers both in my own school district and across the country. These dedicated professionals love their content and care deeply about their students. Yet a troubling trend has emerged: Too many students are unable to complete assignments and appear unmotivated.

Written by

Susan Ebbers

Decodables: What, When, Why, and How To

Thursday, July 30, 2026

“Decodable books” is a term frequently heard in literacy circles. Decodable books are beginner books, constrained, limited, intentionally written with words a learner can sound out using the phonics skills they’ve already learned, and with limited irregular words.

Written by

Michelle Sullivan

A COLORFUL Approach to Literacy: Engaging Learners in Morphology and Meaning

Thursday, July 16, 2026

In an educational landscape where literacy scores are historically low, we cannot afford classrooms where students merely comply with instruction instead of connecting deeply with language and learning.

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