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
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
Grades Pre-K-5 adaptive blended literacy instruction
Grades 6-12 adaptive blended literacy instruction
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–5 educators. LETRS earned the International Dyslexia Association's Accreditation and provides teachers with the skills they need to master the fundamentals
of reading instruction—phonological awareness, phonics, fluency, vocabulary, comprehension, writing, and language.
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
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.
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.
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.
Research-based, computer-adaptive reading and language assessment for grades K-12.
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
Flexible literacy professional development solution for preK–12 educators.
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®
by Dr. Louisa Moats on Apr 26, 2018
Editor’s Note: This blog has been repurposed from “Allegiance to the Facts: A Better Approach for Dyslexic Students” by Louisa Moats, from the January 2016 edition of IDA’s Examiner.
DYSLEXIA RESOURCES »
Coming to terms with the challenges dyslexic students face can be daunting. Here, Dr. Louisa Moats dispels assumptions to illustrate five realities about dyslexia that parents and professionals must embrace.
Let’s start with the claim that dyslexia—whether mild, moderate, or severe—is a “gift.” This assertion appears grounded in the observation that some people who have trouble learning to read, write, spell, or use language become successful in life. People who have real trouble remembering printed words are said to “see things differently” or have special cognitive powers. Our best science indicates, however, problem-solving and creative abilities are not more dominate because a person has dyslexia. People with dyslexia may be very good at mechanical problem solving, graphic arts, spatial navigation, athletics, or abstract reasoning—or they may not.
People who succeed despite their academic learning difficulties are a marvel—but their talents exist separate from, not because of, their language-based reading, spelling, or writing problems. Those who experience dyslexia often experience anxiety and other affective challenges. We should not assert that dyslexia and giftedness go hand in hand, or that students are better off because they are afflicted with this condition.
Walter Isaacson’s definitive biography of Einstein affirms that he was “at the top of his class” in elementary school and, aside from a rebellious nature and oddities of speech, was academically outstanding. There are several websites that list famous people with diagnosed dyslexia, but Einstein is not one of them.
While the science of early identification of students with potential reading disabilities has evolved, our ability to predict who will respond well to instruction has not. Several researchers emphasized that there is no way to know which of our students, who are at risk on screening, will be able to overcome their difficulties once intensive intervention is provided. We must implement excellent, systematic, informed reading and language instruction over a sufficient length of time to sort out whose reading and language can be normalized and who will need an IEP and high levels of support for many years. As Jack Fletcher of the University of Houston said, “teach first, then test if necessary; don’t test to find out who or what to teach. ”
Not all students with reading difficulties will demonstrate a weakness or low score on a test of phonological processing or phonological awareness. While teaching phoneme awareness to groups of young children is of proven value for long-term outcomes, about 25 percent to 30 percent of students who have trouble learning to read do fine on direct measures of phonological awareness. Such findings will eventually be explained by science. Meanwhile, we must be ready to teach all students who are having trouble developing basic reading and writing skills despite test results.
Lastly, we should abandon the expectation that serious reading disabilities can be fixed or remediated in a few short lessons per week over a year or so. If evidence is going to drive our thinking, then all indicators point to this: screen students early; teach all students who are at risk, skillfully and intensively; and maintain the effort for as long as it takes. Meanwhile, nurture the students’ interests, aptitudes, and coping strategies and trust that most are going to make it in real life.
The success we found encouraging students to read at least one book during the summer has been a direct reflection of those educators who took time out of their personal schedules to follow up with students, challenge students to co-read a book or two, and to make reading fun.
Add your email here to sign up for EDVIEW 360 blogs, webinars, and podcasts. We'll send you an email when new posts and episodes are published.