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 Jay Connor and Sarah Siegal on May 28, 2020
Presentations, webinars, discussions, and blogs about the “Science of Reading” seem to be everywhere these days. These sessions, often with Emily Hanford’s work at the center, cover so much groundbreaking information and generate a lot of empowering conversations, making it all the more exciting to watch the momentum surrounding this topic build. However, these sessions often end with two questions still unanswered in our minds:
• What have we learned since the Science of Reading?
The Simple View of Reading (Gough & Tunmer, 1986) and the results from the National Reading Panel (2000) often serve as the jumping-off point for many Science of Reading discussions, but that leaves almost 20 years of research unexplored.
• How does a teacher actually put these findings into practice?
The gap between research and practice is wide but is closing as more information is made available to teachers. However, the divide will remain as long as there are still questions about how to actually apply the Science of Reading in real classrooms.
Luckily, both of these questions can be (at least partially) answered by a research finding that took place during the 20 years of unexplored research: the existence of Child Characteristics by Instruction interactions or CXI for short (Connor, Morrison, et al., 2011). While it may not come as a surprise to any teacher, prior to the mid-2000s researchers had a difficult time determining if all students learned the same way. In 2011, it was confirmed that YES, different students responded differently to the instruction they received in the class, and, thus, CXI were confirmed.
Even more exciting, the discovery of CXI interactions were just the beginning of this line of research. In fact, it was found that they could be used to determine the exact amounts and types of instruction that each individual student needs. In practice, this means there is a "just-right” amount of time each student needs to spend on decoding/phonics work and vocabulary/comprehension work to reach their full potential for growth across a school year.
There is more to this story, as well as a number of other exciting research findings from the past 20 years that are just beginning to make their way into the Science of Reading conversation. As more of these pieces of information land in the hands of teachers the gap between research and practice shrinks, organizations like Voyager Sopris Learning®, The Reading League, and Learning Ovations continue to lead the charge by working hand in hand with teachers to change education. To hear more groundbreaking research findings and get the details about how we’re working to apply the Science of Reading, join us for our presentation during the fifth annual Literacy Symposium on June 18.
Connor, C. M., Morrison, F. J., Schatschneider, C., Toste, J. R., Lundblom, E., Crowe, E. C., & Fishman, B. (2011). Effective Classroom Instruction: Implications of Child Characteristics by Reading Instruction Interactions on First Graders’ Word Reading Achievement. Journal of Research on Educational Effectiveness, 4(3), 173–207. https://doi.org/10.1080/19345747.2010.510179
Written by Jay Connor, founder and chief executive of Learning Ovations, Inc., and Dr. Sarah Siegal, vice president for research and practice at Learning Ovations.
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