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
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Grades K-5 blended literacy intervention
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.
Inside Algebra engages at-risk students in grades 8–12 through explicit, conceptually based instruction to ensure mastery of algebraic skills.
Developed by renowned literacy experts Dr. Louisa Moats and Dr. Carol Tolman,
LETRS® is a flexible literacy professional development solution for preK–12 educators. LETRS earned the International Dyslexia Association's Accreditation and provides teachers with the skills they need to master the fundamentals
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Online professional development event is designed for preK to college educators interested in improving student success in reading and writing
Literacy solutions guided by LETRS’ science of reading pedagogy, the Structured Literacy approach, and explicit teaching of sound-letter relationships for effective reading instruction.
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
ClearSight has valid and reliable assessments that can be used throughout the school year. The assessments contain items, backed by research, providing insights you can trust. There are both adaptive and fixed-form assessments ready to use and will provide automatic results for your teachers and students.
Reliable, Research-Based Assessment Solutions to Support Literacy and Math
Enhance early reading success and identify students experiencing difficulty acquiring foundational literacy skills.
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.
Assess essential pre-literacy and oral language skills needed for kindergarten.
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.
We work with schools and districts to customize an implementation and ongoing support plan.
Grades 5-12 blended literacy intervention
Flexible literacy professional development solution for preK–12 educators.
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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®
Ticket to Read®
by Michael Milone on Dec 7, 2017
One of the most annoying misunderstandings about learning is there should be no external rewards of any kind at any time EVER. What makes it especially annoying is everyone who insists this is the case has pursued or received external rewards their entire life, and they still are.
All of us do some things because we like to. We also do our best to instill in the children we teach and others this same feeling. Intrinsic rewards (like positively identifying a plant as a nodding buckwheat...true story) are wonderfully motivating, but we are not born with the ability to generate this motivation. We learn it through a variety of processes, starting at an early age.
The most obvious evidence of this is the parent who reads to a child from earliest infancy. The baby sits on the parent's lap embraced by loving arms. The prosodic words coming from the parent’s mouth are emotionally satisfying. The feeling of comfort for the infant is overwhelmingly pleasant. The colorful book held in the hands at the end of the loving arms soon becomes associated with these extraordinarily pleasant feelings. This fortunate baby has taken the first step toward a love of reading.
Before you go stomping off to read one of the many diatribes against the use of external rewards, including research-based arguments, consider this: I'm not suggesting we turn our schools or society into a sideshow in which everything is motivated by external rewards and punishments. (Oh, wait, maybe that already has happened to our society.) My point is we should use thoughtful reinforcement strategies to help students and others develop the cognitive and emotional skills to help them become wonderful people.
Artist Mary Cassatt has painted a number of scenes showing people reading. One of my favorites is The Garden Reading, also called Family Group Reading. It shows a grandmother reading a book to a granddaughter with the girl's mother close beside them. Relationships such as this make it likely children will internalize a love of reading...or anything else done in a similar way.
If you decide to read about motivation, you will probably come upon a work by Edward L. Deci and his colleagues titled "Extrinsic Rewards and Intrinsic Motivation in Education: Reconsidered Once Again." This article, in addition to being thoughtful in many ways, also is entertaining because it is a bit of an academic skirmish. If this topic interests you, be sure to read (or skim) to the end to read Judy Cameron's response to some criticisms of her work by Deci et al. She concludes, among other things:
"On tasks of low initial interest, extrinsic rewards can be used to increase motivation and performance. On high-interest tasks, verbal praise and tangible rewards linked to success or to obtaining or exceeding a specific performance standard can enhance people's interest without disrupting performance of the activity in a free-choice setting...educators most often provide rewards to shape successful performance and to recognize student accomplishment."
Another study of the topic was conducted by the seemingly after-test-pizza-party-haters Mark Lepper and his colleagues. (They really aren't such party poopers. Read on.) Their title is kind of clickbait-ish: UNDERMINING CHILDREN'S INTRINSIC INTEREST WITH EXTRINSIC REWARD: A TEST OF THE "OVERJUSTIFICATION" HYPOTHESIS.
The all-caps title of the article is how the journal published it, and I couldn't resist replicating it. The implied screaming is SO consistent with the text of the title, don't you think? Despite the hyperbolic nature of the title, the authors are thoughtful in their conclusions.
"The present experiment does not speak to situations which depart very greatly from the present situation. There is considerable evidence from studies of token-economy pro- grams (Fargo, Behrns, & Nolen, 1970; O'Leary & Drabman, 1971) supporting the proposition that extrinsic incentives may often be used effectively to increase interest in certain broad classes of activities. On the present line of reasoning, this proposition should be particularly true when (a) the level of initial intrinsic interest in the activity is very low and some extrinsic device is essential for producing involvement with the activity; or (b) the activity is one whose attractiveness becomes apparent only through engaging in it for a long time or only after some minimal level of mastery has been attained."
Perhaps the most important consideration to keep in mind when trying to motivate students while helping them acquire a proper internal guidance system is no one strategy will work for everyone.
What some people call the "innate" love of reading or an "inborn" sense of curiosity is more a reflection of early life experiences than a genetic gift. A child from a bookish, middle-class family is more likely to be interested in reading or related academic activities than a peer from a family with other interests and fewer resources.
Do whatever it takes to engender the joy of learning in all of your students, and then help them develop the emotional strength needed to make this joy a personally motivated and lifelong pursuit.
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