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
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 Carrie Doom on Mar 6, 2019
Learn about LETRS
Parents, teachers, and students can be baffled when students earn poor grades. The remedy isn’t as simple as considering a student’s effort. There are a variety of reasons why students struggle to display, communicate, and assimilate knowledge.
Here are a few things to consider:
Students often lack study habits necessary to master content they are consuming. Simply reading the chapter and answering questions in an assignment may not allow for the repetition and depth of knowledge they need to take the information from working memory to long-term memory. Consider using repetition for students during instruction and thoughtfully plan for a review of the content (retelling to a partner) during chapter reading, reading new CVC (consonant vowel consonant words) chorally, reading with a partner, reading in chunks, and reading aloud in a whisper voice. In addition, actively reading content requires that we take information off the page and use it so it remains in memory. This can be as simple as drawing a picture, writing a phrase beside each paragraph, or reviewing content with a partner.
Students need direct instruction in executive functioning skills. These skills include how to organize work by putting it in a folder, how to manage time, remembering to complete an assignment, and how to ask for help among other things. Students need practice to ensure this life skill—organization—is developed early on. Poor organization displays itself in lacking a pen or pencil for class, not planning enough time to complete assignments, forgetting when work is due. Helping students work through those needs is critical to short- and long-term success.
Students who have failed in the past often lack confidence. This manifests in many ways and can lead to work avoidance, lack of perseverance, and self-sacrificing behaviors. Always consider root causes behind student behaviors to help them develop skill sets they may be lacking and look for areas of need and gaps in learning. Alternatively, students who display perfectionist tendencies may have trouble making mistakes no matter how small. This often inhibits learning since the need for help may not be as obvious. Modeling the expected learning process and behaviors in an “I do, We do, You do” format can assist students in the learning process.
Testing may cause an overwhelming amount of stress in some students. No matter how solid the knowledge, the stress students feel may inhibit them from communicating information in a way the assessment requires. Consider testing alternatives and using scaffolding to help students ease into the process without the stress response.
Reading and writing are not natural processes. Developing pathways in the brain to support reading and writing is essential to creating productive students. This deep science is critical knowledge for teachers at all grade levels. Struggling readers are at risk for lower salaries, health problems, and a myriad of challenges. The good news is well-informed teachers can help mediate reading and writing struggles with solid instruction steeped in research-based practices.
Teachers, parents, and students must work together to find a pathway to success for students that looks past a simple grade and gets to the heart of students’ needs.
Today, teachers leave college with little preparation for how to effectively teach reading and literacy development. Yet, research shows that approximately one third of students nationally cannot read at even basic levels. LETRS® (Language Essentials for Teachers of Reading and Spelling) literacy professional development can be the solution. LETRS is comprehensive and successful in addressing the five essential components of effective reading instruction, plus writing, with a focus on translating research to classroom application.
Dr. Carrie Doom has a passion for education that began when she was a young girl growing up in Nebraska. That passion continued through college and after through her work with Clark County School District in Nevada as a special education teacher and special education liaison.
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