Voyager Sopris Learning EDVIEW360 Blog Series
Recent Blog Posts
Dr. Melissa Orkin
Dr. Melissa Orkin
Developmental Psychologist and Director of Crafting Minds
The RAVE-O Approach: Building Fluency Among Students with Rapid Automatized Naming (RAN) Weaknesses
October 1, 2020

This blog was written to unpack the development of fluency, particularly among struggling readers and those with Rapid Automatized Naming weaknesses. I will highlight recent research that implies fluency results when students simultaneously activate multiple aspects of word knowledge. That means as fluent students encounter words, they initially retrieve information about letters and corresponding sounds, but nearly instantaneously also activate additional aspects of word knowledge like vocabulary, parts of speech, grammar, and morphological information.

  • Fluency
  • Rapid Automatized Naming
  • Reading Instruction
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Voyager Sopris Learning
The Reading, Writing, and Math Intervention Specialist
2020 Alabama Aspiring Teacher Scholarship Winner Wants to Change Lives
September 17, 2020

The 2020 Aspiring Teacher Scholarship was sponsored by LETRS (Language Essentials for Teachers of Reading and Spelling), Voyager Sopris Learning’s landmark professional learning series on the science of reading. Alabama uses LETRS as a key part of its statewide literacy initiative to teach educators the science of reading and give them the skills to teach language and literacy to every student, even those with reading challenges like dyslexia.

Julie Klingerman
Dr. Julie Klingerman
National LETRS Trainer
Completing the Puzzle of Assessment: Rapid Automatized Naming and Its Implications for Instruction
August 12, 2020

Assessment can sometimes feel like that pile of puzzle pieces—which ones fit together? How do data fit together to create a comprehensive picture of a school, classroom, or individual student? Much is now known regarding which skills are highly predictive of later reading outcomes, and several excellent tools are available for this purpose. In kindergarten and first grade, timed tasks including letter naming, basic phonemic awareness, and rapid automatized naming (RAN) provide insight into who is at risk and to a certain extent; why.

  • Assessment
  • Literacy
  • RAN
  • Rapid Automatized Naming
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Jessica Kent
Teacher, Local LETRS Trainer
Remote Learning and the Science of Reading
August 6, 2020

The science of reading ... has allowed me to transition from a traditional classroom teacher to a virtual classroom teacher. Anyone can open a reading program and read the scripted text, but what happens when you do not have that reading program? LETRS provides you with the why (science) and the how (science) to teach reading, no program needed. LETRS teaches the science of reading which can be applied to any student, while being based on their individual level.

  • Literacy
  • Professional Development
  • Remote Learning
Wendy Farone, Ph.D.
Dr. Wendy Farone
National Educational Consultant
Middle School: A Return to Learning and Literacy Success
July 29, 2020

After time away from live classroom instruction and what middle schoolers knew as the “norm,” how can we make the transition back to school easier, to engage students in learning immediately, and to effectively create literacy success for all students?

  • Learning Loss
  • middle school
  • Remote Learning
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Sally Valenzuela
Educational Consultant
Five Tips for Writing Your Own Technology-Enhanced Items
June 24, 2020

Writing your own items is one way to gather evidence from students about their knowledge and skills. This evidence can support inferences you make about student learning to help with decisions about the next unit of instruction, placement in learning groups, needs for remediation, and other classroom choices. For writing TEIs, there are some special considerations. Here are five tips to writing your own TEIs.

  • Assessment
  • technology