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 independent, online reading practice
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
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.
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 Oct 4, 2018
VIEW THE WEBINAR
Dyslexia means, by its Greek roots, difficulty with words. More specifically, dyslexia is an unexpected problem with accurate and efficient recognition and spelling of printed words. It is to be distinguished from reading comprehension problems that may occur even though students can read the words reasonably well.
Dyslexia is the most common type of developmental reading disability and one of the most studied of all learning disorders. Advocates have successfully pushed more than 40 states to adopt rules and guidelines for the identification and treatment of dyslexia. Given prevalence estimates of about 5 percent to 17 percent of all students, one or two who merit this descriptor are likely to be in every classroom. Thus, every teacher should be familiar with the nature of the disorder and how to teach children who are affected by it.
In spite of progress in public awareness of dyslexia, several myths persist. One is that the term refers to a distinct and uniform set of symptoms. In fact, the only firm diagnostic criterion is that the student experiences significant difficulty reading and spelling words out of context. The condition can range from a mild impediment to a severe inability to learn to read. Beyond that, individuals will also have varying problems with attention, memory, language comprehension, and processing speed, as well as varying abilities or strengths in visual-spatial reasoning, problem solving, art, athletics, math, and so forth.
Another common myth about dyslexia is that it is a visually based disorder that requires vision therapies and/or remediation of “visual memory.” A popular idea, reinforced in our media, is that people with dyslexia have directional confusion, see things backward, or have a general problem with sequencing. Mountains of research, however, point squarely to specific language-processing difficulties as the culprit in faulty word recognition. Word recognition and spelling depend on the ability to notice, remember, and make sense of linguistic details in spoken and written language. Linguistic abilities affected in dyslexia include problems recognizing and mentally manipulating individual speech sounds or phonemes, syllables, and meaningful parts of words (morphemes), and may extend to understanding grammatical elements and aspects of text organization, including story structure and expository text conventions.
A third myth is that students with dyslexia are unusually creative or intelligent and must demonstrate average or above IQ to qualify for remedial services. In fact, dyslexia affects all levels of intellectual ability. Some have unusual talents and gifts, but others are just typical people. Many students with reading disabilities are in the lower half of the distribution of intellectual ability. It is not true that Albert Einstein was dyslexic or that students must be gifted to be dyslexic. It is true that word-level reading problems require explicit, systematic instruction aimed at the language skills underlying reading, no matter what the IQ of the individual.
Since learning to read words depends on linguistic awareness and knowledge of language forms and uses, good instruction explicitly and systematically builds students’ command of both word recognition and language comprehension. In a nutshell, here’s how.
Phoneme awareness. Common in the majority of individuals with dyslexia is inaccurate processing of speech sounds (phoneme awareness). The individual speech sounds in words may be misidentified (e.g., /f/ for /v/), or not fully separated in the mind of the learner (e.g., slot = sl – ot, instead of /s/ /l/ /o/ /t/). Therefore, the sound elements cannot be mapped to print elements (letters and letter combinations) completely and accurately, and the word cannot be stored in memory as a clear, complete mental image.
So, teachers must learn the 44 speech sounds of English and their distinguishing features. Build sound walls in your classroom, not alphabetic word walls. Know the progression of phonological skill from early, to basic, to advanced. Screen your students for phoneme awareness and aim your teaching at their level of skill development. Practice identifying, separating, blending, and substituting sounds in spoken words. Then, connect the sounds with print.
Orthographic (spelling) knowledge. Use a good phonics survey to identify what kids do and do not know about sound-symbol correspondences. Then teach explicitly, following a scope and sequence that has been developed by an expert so that one skill builds on another and nothing important is overlooked. For example, words with consonant blends are much more challenging than words with single consonants, and words with long vowel spelling patterns must be gradually tackled over months. Teach phonics and spelling as complements of one another. Decoding skills should be applied to texts designed to provide practice in what has been taught, rather than texts containing many words that beginners will be unable to decode. Move gradually to longer words by teaching syllable patterns and morphemes.
Oral and written language comprehension. Language is learned through human interaction. Teacher talk, reading aloud, and classroom discussions about meaningful content support growth in vocabulary and higher-level language abilities such as understanding complex syntax, paragraph structure, and story grammar. They should never be neglected because a student can’t yet read the words.
The term Structured Literacy is shorthand for the content and methods referred to here. What teachers should know and do to reach students with word-level reading and spelling problems is elaborated in the Center for Effective Reading Instruction’s Knowledge and Practice Standards (KPS) for Teachers of Reading. LETRS® (Language Essentials for Teachers of Reading and Spelling) professional development provides a way to learn that content and those methods. LANGUAGE! ® Live embodies that content and those methods, effective for all adolescent students with underdeveloped language and reading abilities. I recently led a webinar on this subject entitled, “The Truth About Dyslexia: Myths vs. Facts”. You can view it here to learn more.
Let’s leave the myths behind and focus on providing the instruction that will work best for all students who suffer language-based problems with reading.
The author served on the board and as vice president of the International Dyslexia Association (IDA) for many years. She led the effort to develop the organization’s Knowledge and Practice Standards for Teachers of Reading, which specify the practices of Structured Literacy and how to apply them. Dr. Moats is also the lead author of LETRS® professional development and the LANGUAGE! ® Live program for adolescent poor readers.
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.