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
Literacy solutions guided by the Science of Reading pedagogy, the Structured Literacy approach, and explicit teaching of sound-letter relationships for effective reading instruction.
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
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
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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
Assess essential pre-literacy and oral language skills needed for kindergarten.
Enhance early reading success and identify students experiencing difficulty acquiring foundational literacy skills.
A universal screening and progress monitoring assessment that measures the acquisition of content-area literacy skills for 7th and 8th grade students.
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.
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.
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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 Michelle Easley on Nov 15, 2018
TRY LANGUAGE! LIVE
It’s a sobering thought: only one-third of American students entering high school are proficient in reading (National Assessment of Educational Progress). Many students lack the basic, foundational reading skills necessary to be successful academically.
Early in students’ education, they must learn to read but as they progress, particularly, to secondary education, they must read to learn. Subjects such as social studies and science require more close reading and older students often are expected to read complex and varying types of texts. Getting older students on level and empowering them with the skills necessary to read proficiently is critical. Research has shown students with lower reading abilities graduate at lower rates or worse yet, drop out, and young people without a high school diploma may earn less income than their peers who graduate.
Yet, there is hope. Research indicates there are five building blocks for adolescent readers: word study, fluency, vocabulary, comprehension, and motivation. Helping middle and high school students achieve grade level is possible with the right approach and proper intervention. Here are a few points to consider:
• One of the keys to help struggling readers is to get them reading more. As with most activities—for example, playing an instrument—the more you practice, the better player you become. The more students read the better readers they grow to be. Studies show students read more when they read culturally relevant books. When students can engage and connect with texts, they are more likely to want to read. Mirror and window books and activities are an integral part of a quality reading program. Mirror books and online experiences allow students to see themselves in the text they are reading.
Window books and activities offer views of the world around us and enable readers to look into the lives of others and make deeper connections with the content, thus producing higher levels of engagement. Students should see themselves in what they read and within the curriculum we use to help them master literacy skills. Without this, they are likely to get a subtle message they aren’t important. Ideally, the content a teacher selects should affirm students’ identities and allow them to make meaningful connections to their own culture and existing background knowledge. In other words, a well-rounded collection is critical for the older, struggling reader. Within LANGUAGE!® Live, Voyager Sopris Learning’s comprehensive literacy strategies solution, peer tutors of varying ethnicities help students see themselves as they practice and learn. Plus, the program’s avatars allow them to build their own likenesses.
• Another strategy to develop intrinsic motivation for reading is to help students discover true passions and interests. An effective program of reading instruction requires knowing and understanding student interest and speaking to students at their level. Middle and high school students who need to learn foundational literacy skills don’t want to be taught with the same materials as a first grade student. It’s important to speak to students in an age-appropriate way and learn more about them. This could be as simple as giving them a reading survey or as intricate as conducting in-depth, one-on-one interviews. These interviews should lead to discoveries regarding students’ personal interests, hobbies, fears, dreams, career aspirations, favorite television shows or movies. What the teacher learns about each student will help them engage students by providing material they can truly connect with. Low motivation translates to disengaged readers.
• One-on-one or personalized reading instruction is beneficial for struggling readers, which also is built into LANGUAGE! Live. Individualized instruction allows students to receive the instruction they need at the appropriate pace needed to strengthen their skills. This allows teachers to observe and analyze student performance and make continual adjustments in their instruction. Explicit instruction, customized support, and modeling can be extremely effective when working with older readers.
Older students who struggle with reading often find it stressful. You can destress reading by providing a comfortable environment in which to read—a cozy corner, comfortable couch, or soft rug. Make the space inviting. Allow students to select material they are personally interested in and encourage them to read for pleasure. Attach no grades, quizzes, book reports, or other requirements. Let them read for fun and to develop the love of reading.
• Lastly, share your excitement and enthusiasm about reading. It’s hard not to get excited when you are in the presence of other excited people. Communicate your love of specific authors or titles with your students. Share stories about how a book changed your life or point of view about an issue. Describe your favorite place to read. Encourage your students to talk about their reading experiences.
Michelle Easley is the author of How to Increase Diversity in School Library Collections and Programs. A graduate of Emory University, Easley is a national presenter, diversity and library advocate, and speaker. She has served on the Southeast Regional Advisory Committee for the U.S. Department of Education Office of Elementary and Secondary Education and also served as an Instructional Systems Specialist for the Department of Defense, Elementary and Secondary Education.
Easley spends her free time volunteering with homeless youth.
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