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 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
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
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 Carol Tolman on May 23, 2018
LEARN MORE ABOUT LETRS
As a young girl, I remember “traveling” to faraway places, living vicariously as I enjoyed the Bobbsey twins' adventures. Reading became my getaway, my solace, and my joy. Sometimes, I imagine how different my life would have been if I had struggled to learn to read. Perhaps that’s why my passion today is literacy research and helping teachers reach all students.
How can this be done? By developing teacher expertise through quality literacy PD.
To illustrate my point, let’s consider two scenarios, both centered on a struggling second grade student. In Scenario one, I am a teacher with little understanding of what it takes to teach reading. (That was once a true scenario for me.) In Scenario two, I am a teacher equipped with the deep content knowledge necessary to reach most every child.
Moving toward a diagnostic-prescriptive approach to instruction
Charlie read haltingly, made frequent errors, and relied on pictures to guess at unfamiliar words. He was falling behind his peers, and he noticed. Sadly, Charlie became the class clown, avoiding work, and diverting attention away from his difficulties. My approach? I told him to try harder, kept him inside at recess, had after-school sessions, and employed his parents to make him read more.
Like most inaccurate readers, Charlie was a weak speller, too. He misspelled these words on a spelling inventory:
I had Charlie write each misspelled word five times, in rainbow colors. Then, I wrote each word on a 3x5 card and asked Charlie’s parents to drill him for homework. As you can guess, more of my ineffective, uninformed instruction led to the same disappointing results.
Charlie continued to read and spell inaccurately, but this time I understood the “why” behind his errors. For example, I identified phonological confusions in his inaccuracies. I knew which letter patterns he had mastered, and which still stymied him. Most importantly, I knew what to do about it. Let’s revisit Charlie’s misspellings to identify what an expert teacher knows and does.
Overall, Charlie had weak phonemic awareness. I could tell based on his frequent vowel errors. Intervention included discussions about airflow and the placement of his tongue/teeth/lips, using mirrors. Basic phonics and spelling patterns were taught within a predetermined scope and sequence, making note of his –ck and VCe errors. This, coupled with multiple opportunities to read and write taught patterns, rounded out his word work.
Currently, only 39 percent of 820 surveyed undergraduate programs address the National Reading Panel’s five essential components of reading (NCTQ, 2016*).
Sadly, most college courses misunderstand or omit these basics. To make up for the lack of rigor in teacher preparation, we turn to quality, in-service PD. LETRS (Language Essentials for Teachers of Reading and Spelling)
contains the powerful knowledge necessary to support teacher expertise. By developing an understanding about how the English language is organized, learning the science behind how brains process text, and teaching in a diagnostic-prescriptive manner, teachers are armed with the knowledge to impact change.
When educators know better, they do better. Every student deserves a well-informed teacher. We should expect no less.
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