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
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
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.
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®
Ticket to Read®
by Lucy Hart Paulson on May 17, 2018
Screens are all around us. Each day, there seem to be more task and function screens of all types. As a result, we are more dependent on their presence in our lives, and they demand more of our attention. Most likely, you are reading this on a screen as opposed to a printed hard copy. Our use of screen-based media with smart phones, tablets, computers, televisions, DVDs, and screen-based games has increased significantly for us, as adults, and for our children.
Access to a range of devices has surged in recent years in our homes and our educational settings, and so, children are spending more time in front of screens. They may have game stations, both portable and attached, and have TV sets and/or computers in their bedrooms. Cell phones are now used by younger children. Parents often exclaim how well their children have learned to use screens and are impressed with their attention while playing games or using apps. In school settings, classrooms may be equipped with tablets for every student and smartboards for teachers. Students’ achievement is being assessed using computer applications, even in the earliest grades. Screen use happens in a myriad of contexts, functions and purposes.
There is a lot of attention to screen use in the media. The latest, greatest applications are described telling us what we all need. Do you have the latest app for managing your smart phone data or for controlling different functions in your home like lights, thermostat, or music? Also reported are research findings expressing concerns for screens use, the content being viewed, and the relationship we may have with our screens. A quick Internet search for screen use will provide a plethora of links available to you on these and a number of other related topics. It is easy to go down the rabbit hole, so to speak, clicking from one link to another.
A prevalent topic of late is screen addiction, which by the way, has prompted the development of new apps you can use to monitor how much time and in what ways you use your screens. Another thread in the research is the impact of screen use on children’s developing brains, their mood and behavior, their social interaction, and their expressive language. The results, you may surmise, are concerning and even alarming.
Considering the prevalence of screens in our lives and how to make the best use of them in our children’s lives, we need to reflect on our personal screen use habits. Our own perspective and behavior influence our actions as well as the guidance we provide for our children. As parents, are we using screens, such as checking social media and email, during times when children need our attention? Are screens used as a means of managing children’s behavior, like handing over a cell phone to keep them quiet? Does screen use take the place of other interactions that encourage conversation and social engagement with children? Take a survey to see what kind of screen time parent you are:. This quiz was created by Ayna Kamenetz (2018) and is described in her book, The Art of Screen Time: How Your Family Can Balance Digital Media and Real Life.
When children use screens in classrooms, we need to identify what our students are gaining and if the screen use is facilitating their learning. We also need to determine if the screen use is compromising skill development in other areas. Does the screen use create an element of social isolation with limited interaction, collaboration, and/or cooperation? Always keep in mind that technology is a tool and should be used if it is the best choice for the planned learning experience.
What are considerations for children, such as the time they spend using screens and the content of their viewing? Another growing concern is identifying what their relationship is with screens. The American Academy of Pediatrics ([AAP], 2016) has published easily accessible screen use recommendations for children across a range of ages on their website. Another resource for us to reflect on children’s behavior and determine how dependent they may be on screens is at this link: todaysparent.com/family/family-health/9-signs-of-screen-addiction-in-kids. Sarah Domoff and colleagues (2017) created this tool based on findings of a research study looking at the relationship between texting and academic performance in adolescents.
Screen use is ubiquitous. We rely on some type of screen for many everyday tasks and activities. As educators and parents creating valuable learning opportunities for the children in our care, we need to choose the most appropriate strategies and tools to foster the best learning outcomes. Use screens when they enhance learning. Whenever possible, create a context for sharing screens to facilitate social interaction, collaboration, and cooperation. In addition, make sure your own screen use follows healthy practice.
Dr. Lucy Hart Paulson is a speech-language pathologist and literacy specialist with years of experience working with children and their families. She is the lead author of LETRS for Early Childhood Educators, Building Early Literacy and Language Skills, and Good Talking Words.
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