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 Lucy Hart Paulson on Aug 12, 2021
Learn More about LETRS EC
Who loves good cookies and what are your favorite kinds? As you know, cookies are a collection of ingredients put together following a sequence of steps, resulting in tasty outcomes. The best ones are made by using the right kind and
quality of ingredients in the appropriate quantities, then correctly combining them by following the recipe instructions. When making cookies, you want good resources for the best recipes.
When we apply this cookie analogy to learning, the “ingredients” include skills and abilities that grow and develop. Just as the kind and quality of cookie ingredients can affect the final product, the type of instruction and guidance that
children receive will impact the skills they learn, when they learn them, and how they learn them. Think about your recipe for teaching literacy. Do you get the outcomes you are hoping for? Do you focus on cultivating the right skills by providing
the best instruction?
The body of research defining the science of reading (SoR) has established the “key ingredient” skills and the levels of development needed to learn to read. The key ingredients are eloquently described in the Simple View of Reading (Gough
& Tunmer, 1986; Hoover & Gough, 1990) and outlined in the Reading Rope (Scarborough, 2001). On top of identifying the skills needed to learn to read, SoR research also describes effective instructional strategies and routines, providing directions
that facilitate literacy learning with good outcomes.
In addition to describing the reading process, SoR has established a direct link between early oral language development and written language achievement. Our cookie analogy also applies to language learning, with the structures of oral language—including
speech sounds (phonemes), vocabulary (semantics), grammar (morphology and syntax), and use (prosody and pragmatics)—serving as the “ingredients.”
Increasing understanding and use of vocabulary, use of more complex sentence structures, and combining thoughts into discourse and narratives can all augment the quality and quantity of children’s oral language, which develops best in socially responsive
and interactive settings. In other words, the “talk” that happens in everyday contexts matters. Dickenson (2003) emphasizes the importance of conversational turns in early childhood contexts by using the slogan “strive for five,”
which sets the goal of engaging in five back-and-forth exchanges on a topic. Recent findings from a 10-year longitudinal study (Gilkerson et al., 2018) determined that the conversational turns children experienced as toddlers correlated to IQ, verbal
comprehension, vocabulary, and other language skills in middle school, leading to a broadly recommended focus on conversational turns for all ages. Do you include a focus on conversational turns in your literacy learning recipe?
The social aspect of socially responsive and interactive opportunities is an important element of learning across all the five major developmental domains. Can you list them? Returning to our cookie analogy, these domains often include groupings
of the following ingredients: physical/health, cognition, language/literacy, social-emotional, and attitudes toward learning. A teaching focus on the “whole child” includes attention to all the learning domains within developmental sequences
and expectations in an interconnected approach. In fact, a recent empirical study has determined a causal link between and conversational turns and social-emotional development in young children (Gomez & Strasser, 2021). Simply put, the study
found that talking turns facilitated social and emotional skill development. See how important your conversational turn recipe is?
Building upon our previously identified developmental learning ingredients, our instructional recipe should also include the principles of learning that best support development. An important aspect of SoR is intentionally and explicitly teaching children
the literacy/language and social-emotional skills they need for academic and life success. What are the principles that support optimal learning opportunities? Dehaene (2020) identified four “pillars of learning”: attention, engagement,
feedback, and rehearsal with consolidation.
These learning principles support the “I Do, We Do, You Do” teaching approach. The recipe for this approach includes the following steps:
The adult’s role in this instructional sequence is an important component of the learning recipe. During the I Do and We Do steps, children’s learning is guided to build a foundation of understanding. At the
You Do phase, students continue to construct their learning in a more implicit context.
How about SoR and play? Think about the important role of play in children’s learning. Play schemes, sequences, and activities contain elements that relate to things children have been exposed to and are learning about. In essence, children use
play to practice, try out, explore, and combine things they know.
In high-quality early childhood classrooms, children can engage with carefully designed learning centers under adult supervision to incorporate what they have learned and deepen their understanding of the world around them. Seidenburg (2017) refers to
this You Do level as “semi-supervised within an implicit experience,” and Harris (2012) guides our understanding by reporting that “there is a profound limit to the role that first-hand experience can play in cognitive
development. In many domains, children cannot gather the relevant data for themselves. Children have to depend on what other people tell them.” Simply put, adult guidance is an important part of this learning recipe.
Language Essentials for Teachers of Reading and Spelling (LETRS®) for Early Childhood Educators is designed for teachers of young children in preschool into kindergarten. It includes the ingredients and instructional steps to deepen teachers’ understanding of the ingredients of early literacy learning and the instructional strategies they
can use to intentionally help young children develop oral language, phonological processing, and print knowledge.
As for young children’s social-emotional learning, a brand-new edition of “Good Talking Words: A Social Communication Skills Program for Young Children” presents a curriculum designed to intentionally teach children the expected social
communication behaviors they need to interact with peers and adults. The program includes 10 engaging and interactive lessons with distributed and repeated practice in a developmentally appropriate and playful approach.
These two resources may be important additions to your learning recipe resource bank for facilitating early literacy, oral language, and social-emotional learning. Based on the science of reading and the science of learning, these recipes are designed
to make an important difference for the children in our care for the rest of their lives.
Dehaene, S. (2020). How we learn: Why brains learn better than any machine . . . for now. New York: Viking.
Dickinson, D. K. (2003). Why we must improve teacher-child conversations in preschools and the promise of professional development. Enhancing caregiver language facilitation in childcare settings, 4-1.
Gilkerson, J., Richards, J. A., Warren, S. F., Oller, D. K., Russo, R., & Vohr, B. (2018). Language experience in the second year of life and language outcomes in late childhood. Pediatrics, 142 (4). doi: 10.1542/peds.2017-4276
Gómez, E., & Strasser, K. (2021). Language and socioemotional development in early childhood: The role of conversational turns. Developmental Science, e13109.
Gough, P. B., & Tunmer, W. E. (1986). Decoding, reading, and reading disability. Remedial and Special Education, 7(1), 6-10.
Harris, P. L. (2012). Trusting what you’re told. Harvard University Press.
Hoover, W. A., & Gough, P. B. (1990). The simple view of reading. Reading and Writing, 2(2), 127-160.
Scarborough, H. (2001). Connecting early language and literacy to later reading (disabilities: Evidence, theory, and practice. In S. Neuman & D. Dickinson (eds.), Handbook for Research in Early Literacy (pp. 97-110). New York: Guilford.
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.