LANGUAGE! Live offers more for struggling readers than any other product. Proven foundational and advanced reading intervention. Peer-to-peer instruction. Literacy brain science. A captivating modern, digital platform for grades 5–12. All
in one affordable solution. More is possible
Literacy solutions guided by the Science of Reading pedagogy, the Structured Literacy approach, and explicit teaching of sound-letter relationships for effective reading instruction.
Grades K-5 blended literacy intervention
Grades K-5 online reading practice
Grades 4-12 print literacy program
Grades K-12 writing program
Grades 4-12 literacy intervention
TransMath® Third Edition is a comprehensive math intervention curriculum that targets middle and high school students who lack the foundational skills necessary for entry into algebra and/or who are two or more years below grade level in
A targeted math intervention program for struggling students in grades 2–8 that provides additional opportunities to master critical math concepts and skills.
Empowers students in grades K–8 to master math content at their own pace in a motivating online environment.
NUMBERS is an interactive, hands-on mathematics professional development offering for elementary and middle school math teachers.
Best Behavior Features Elements to Create a Happy, Healthy School Environment
Reliable, Research-Based Assessment Solutions to Support Literacy and Math
Assess essential pre-literacy and oral language skills needed for kindergarten.
Enhance early reading success and identify students experiencing difficulty acquiring foundational literacy skills.
A universal screening and progress monitoring assessment that measures the acquisition of content-area literacy skills for 7th and 8th grade students.
A companion tool for use with Acadience Reading K–6 to determine instructional level and progress monitoring.
Assess critical reading skills for students in grades K–6 and older students with very low skills.
Predict early mathematics success and identify students experiencing difficulty acquiring foundational math skills.
Give educators a fast and accurate way to enter results online and receive a variety of reports that facilitate instructional decision making.
A brief assessment that can be used with Acadience Reading K–6 to screen students for reading difficulties such as dyslexia.
A new, online touch-enabled test administration and data system that allows educators to assess students and immediately see results, providing robust reporting at the student, class, school, and district levels.
Look to ClearSight to measure student mastery of state standards with items previously used on state high-stakes assessments. ClearSight Interim and Checkpoint Assessments include multiple forms of tests for grades K–high school.
Unparalleled support for our educator partners
We work with schools and districts to customize an implementation and ongoing support plan.
Grades 5-12 blended literacy intervention
Focused on engaging students with age-appropriate instruction and content that supports and enhances instruction.
Reading intervention for grades K–5.
At Voyager Sopris Learning®, our mission is to work with educators to help them meet and surpass their goals for student achievement.
Step Up to Writing®
In 2018, Alabama provided a professional learning opportunity for teachers of preK—3 students to learn about the science of reading. The response to the blended course of face-to-face training and online modules was overwhelmingly positive and well received. After just one face-to-face training, teachers openly expressed this new knowledge was vital to their success in reaching struggling readers. Teachers acknowledged they wanted quality professional learning that would help them to better teach their children by understanding the what, why, and how of the science of reading in teaching early literacy skills. Funds were invested in the pilot early literacy initiative LETRS® (Language Essentials for Teachers of Reading and Spelling) training. This initiative is a joint collaborative partnership with the Alabama Department of Early Childhood Education and the Alabama State Department of Education. Both have been committed to supporting further implementation of the pilot.
Presentations, webinars, discussions, and blogs about the “Science of Reading” seem to be everywhere these days. These sessions, often with Emily Hanford’s work at the center, cover so much groundbreaking information and generate a lot of empowering conversations, making it all the more exciting to watch the momentum surrounding this topic build. However, these sessions often end with two questions still unanswered in our minds.
Sound walls are becoming more common in classrooms thanks to a clearer understanding of the science of reading. We need to understand why a sound wall is set up differently than an A–Z alphabetical word wall and how to use a sound wall effectively to elevate daily instruction during Tier 1 by reviewing the 44 speech sounds and the options for spelling each of the sounds.
In the years since the National Reading Panel (NRP, 2000) identified essential components for teaching reading and likely long before, the “PH” terms, phonemic awareness and phonics have often been confused, conflated, and used interchangeably. Yet it is essential to have a common language and a deep understanding of each of these terms to maximize instruction.
A new organization is pushing for children’s TV and video programs to automatically display captions to boost literacy. It’s an easy thing to do, and it has even more research behind it than advocates realize.
The circumstances in which we find ourselves as educators at this moment call for flexible and reflective thinking about the goals toward which we might aim and the goals that we might set for our students. I believe we will need to adjust our goals, and likely readjust them again at a later time. Ultimately, this means we will need to be flexible with expectations.
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