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
of reading instruction—phonological awareness, phonics, fluency, vocabulary, comprehension, writing, and language.
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.
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.
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
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®
by John Alexander on Jul 28, 2021
When we teach reading, it is imperative that we get it right the first time. If we fail to do so, our students—and, ultimately, society—will suffer. Unfortunately, according to National Assessment of Education Progress (NAEP) 2019 test scores, there is significant room for improvement. In Minnesota, 40% of fourth graders do not read at a basic reading level (i.e., they cannot identify words in print) and almost 70% cannot read proficiently (i.e., with good comprehension). Sadly, the state I call home has the country’s biggest achievement gap between students who can and cannot read.
Across the board, 10% of children who do not read at grade level are dyslexic; in other words, there is a neurological reason for their difficulty with the printed word. This means that the other 90% of students reading below grade level are instructional
casualties who haven’t been taught properly, largely because their teachers haven’t been trained properly.
At the end of third grade, schools switch from teaching students to read to requiring that students read to learn. If students have not learned to read by this point, they will hit the proverbial “brick wall” in fourth grade and beyond.
Similarly, it is imperative that students with reading disabilities be identified by or before the start of third grade, at which point proper forms of intervention should be provided—otherwise, there is only a 25% chance that these students
will read at grade level during their next nine years of school. Unfortunately, these students are typically not identified until fourth grade or later.
What makes reading failure so frustrating is that we know how to teach reading to all students; there are no secret ingredients. Specifically, students need:
Ultimately, we know that students will learn to read better and faster when these components of reading are taught explicitly and systematically by a skilled, knowledgeable teacher.
Although reading researchers have conducted a multitude of studies funded by the National Institutes of Health (NIH), there are reading “experts” who favor a child-centered, constructivist approach in which the student directs their own
learning and the teacher is merely the facilitator. If a student is not reading to their potential or is not at the same reading level as their classmates, adherents of this approach will say, “Don’t worry, they’ll read when
they’re ready. The light bulb will turn on.”
However, using this approach does a great disservice to emerging and struggling readers. We know how to teach them to read, and it is our responsibility to leverage evidence-based practices to do just that. Anything less impedes not only the individual
child but society at large.
On August 5th, I will be sharing a personal story of literacy culture change at the school where I was headmaster. During my tenure at Venture Academy—a school for students who struggle with learning disabilities in St. Louis Park, Minnesota—we
were able to make the shift from viewing the teaching of reading through a whole-language lens to a lens of evidence and science. I hope you’ll register and join me as I describe how the school made a systematic change in reading philosophy
and adopted the components of an effective literacy program, LANGUAGE! Live®,
in just one year. The discussion will include an in-depth examination of student outcomes before and after the year of change.
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