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 Dr. Louisa Moats on Mar 20, 2019
WATCH THE WEBINAR
The topic of teacher knowledge and expertise necessary for reading instruction is, once again, receiving a lot of media attention. After Emily Hanford’s widely disseminated report for American Public Media (Hard Words) stirred debate last fall, the topic continues to be discussed in state departments, districts, and social media. The questions abound: What is the reason so many students do not learn to read? How can we make sure teachers are adequately prepared to apply the principles and practices most supported by scientific research about learning to read? Where are the gaps between common practices and those most in line with evidence of effectiveness? Why do these gaps exist? What could be done better to educate and support teachers in carrying out a very challenging job?
I began teaching teachers shortly after completion of my doctorate in reading and language more than 30 years ago. I began to realize that even well-intentioned, self-motivated, dedicated teachers often were lacking the background knowledge that would enable them to successfully teach reading. I subsequently wrote a series of papers about the problem, beginning with several published by American Educator. I argued that without some background in the structure of language and an understanding of the process of learning to read, teachers were not going to be able to use programs effectively, even if those programs were well designed. Debates about which assessments to use, how to interpret them, what to expect of students, and what programs are best would go unresolved unless the field could embrace a common knowledge base grounded in fact.
In my webinar, Hard Words: What Teachers Don't Know About Teaching Reading and What to Do About It, I review some of the core concepts emanating from scientific research that are still poorly understood in general. One of the most important—and counterintuitive—is that reading depends on linguistic skills, much more than visual skills. The implications of this fundamental reality are enormous. Furthermore, when teachers are empowered with knowledge of language and an understanding of reading processes, they are much more likely to learn and use the teaching practices that align with research evidence.
Watch the webinar
Louisa Moats, Ed.D., has been a teacher, psychologist, researcher, graduate school faculty member, and author of many influential scientific journal articles, books, and policy papers on the topics of reading, spelling, language, and teacher preparation. She was co-principal investigator of an NICHD Early Interventions Project in Washington, DC, public schools and principal investigator for two small business innovation research (SBIR) grants from the National Institutes of Health. In addition, she led the committee that developed the International Dyslexia Association’s Knowledge and Practice Standards for Teachers of Reading. Dr. Moats developed her current approach to teacher training, called LETRS®, from her experiences as an instructor at the Harvard Graduate School of Education, St. Michael’s College in Vermont, the Dartmouth Medical School Department of Psychiatry, and the University of Texas, Houston.
Dr. Moats’ awards include the prestigious Samuel Torrey Orton award from the International Dyslexia Association for outstanding contributions to the field; the Eminent Researcher Award from Learning Disabilities Australia; and the Benita A. Blachman Award for Advancing Evidence into Practice award from the Reading League.
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