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.
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
LETRS professional learning is now offered exclusively by Lexia.
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.
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.
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.
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
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 Leslie Mata on Oct 15, 2020
Hanging on the bulletin board in my classroom is a piece of paper that says, “Memorization is Not Understanding.” It’s a quote from Megan McGowan, head of the Lower and Middle School at Jemicy School near Baltimore, MD. (Jemicy is an
internationally recognized school for bright students with dyslexia and other related language-based learning differences.) Those four simple words inspire every lesson I create for the young children in my class learning early phonological skills.
“Literacy instruction in many schools is not highly explicit or systematic. Important foundational skills (e.g., phonemic awareness and decoding) often receive limited emphasis, even for beginners or struggling decoders.” —Dr.
While teachers have the same overall goal for their students—to help them acquire skills that will allow them to enjoy reading books—the approaches used to achieve that goal can be quite different. Structured Literacy is often associated with the terms “explicit” (constant teacher-student interaction) and “systematic”
(organized sequence of concepts progressing from basic to more difficult). It is phonics-based and centered around what researchers at the University of Michigan describe as “phonological instruction, phonemic decoding, and sequential instruction.”
The Structured Literacy approach has been found to be particularly effective with learners with dyslexia because it focuses on decoding skills, which are critical components of finding success in reading. By emphasizing spelling patterns (instead of specific
words), I can lead my students toward using decoding as a strategy, rather than them trying to memorize words by their appearance. It’s true—“Memorization is Not Understanding.”
Balanced Literacy and Guided Reading place equal emphasis on reading and writing and share components such as the read aloud, guided reading, shared reading and writing, independent reading, and word study. Students see modeling and learn to use comprehension
Thought by some to be a perfect combination of “whole language” and phonics, both Balanced Literacy and Guided Reading programs include phonics and decoding, but do not introduce skills in a truly systematic way. Students are also encouraged
to guess at words by using pictures or context clues. The problem is, Balanced Literacy and Guided Reading approaches work well for some students, but not all. Structured Literacy is best for all students. According to the International Dyslexia Association®,
“Evidence is strong that the majority of students learn to read better with structured teaching of basic language skills, and that the components and methods of Structured Literacy are critical for students with reading disabilities including
I see every day the profound impact Structured Literacy can have on a child’s self-esteem. Accustomed to feeling defeated and frustrated in school, my students thrive with teacher-led instruction and gain a new sense of trust and confidence when
they receive immediate feedback and are guided through error correction.
“One of the most important jobs for the teacher of beginning reading or the teacher of students with reading problems is to foster awareness of phonemes (speech sounds) in words and to help children acquire the ability to articulate, compare, segment,
and blend those phonemes.” —Dr. Louisa Moats
The goal of phonemic awareness (one of the five core skills that come under the “umbrella” term of phonological awareness) is to help children hear specific sounds, identify sound sequence, and understand the role phonemes play in word formation.
Research shows that a weakness in phonemic awareness is a predictor of future reading difficulties.
While every child needs to learn phonics to read and write words, young children will have a much easier time mastering letter sounds and symbols if they learn phonemic awareness skills first. (I display a “picture alphabet” in my room before
using traditional alphabet letters. This keeps the focus on the speech sounds they already know and allows for a gradual transition to letter recognition.)
The best part? Phonemic awareness is oral in nature so the games and activities you can play with your students are highly interactive, fun, and can be done in just a few minutes each day using both auditory and visual devices (chants, songs, picture
My favorite read-aloud book for phonemic awareness is The Hungry Thing by Jan Slepian, featuring rhyming and manipulating beginning sounds. It’s about a silly monster who visits a village asking for food, but none of the townspeople understand
what he is asking for, except for a small boy who always knows. Students quickly figure out the monster is changing the first sound of each food he wants and have fun “translating” words like “schmancakes,” which is, of course,
pancakes. (Note: The Hungry Thing is out of print but can be found on Amazon. Two additional titles, The Hungry Thing Returns and The Hungry Thing Goes to a Restaurant are also delightful.)
*Adapted from these sources: “Phonemic Awareness in Young Children: A Classroom Curriculum”, by Marilyn Jager Adams; “Equipped for Reading Success”, by David Kilpatrick, Ph.D; and “Phonological and Phonemic Awareness “Cheat Sheet” from Clever Classroom (available for free on teacherspayteachers.com)
I love phonemic awareness for these reasons and so many more. By teaching students to play around with the sounds in words, we can not only prepare them for reading, but help them really succeed at literacy. Who knows? You might just fall in love like
Structured Literacy Resources
Leslie Mata is an educator and dyslexia tutor at the Naval Academy Primary School, Annapolis, MD.
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.