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.
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 Dr. Stephanie Stollar on Nov 2, 2021
Learn More About Voyager Passport
One pervasive myth about dyslexia is that students with this neurobiological difference can’t or won’t learn to read. Fortunately, research indicates this is not the case. Students with dyslexia can and do learn to read, but doing so may require
individualized and intensive intervention instruction that is sustained over time.
What does it mean to provide intensive instruction?
A great deal is known about the skills that should be taught in the primary grades during general classroom reading instruction for all students. Likewise, much is known about the instructional approaches that seem to work best for teaching those skills.
Various terms are used to describe those approaches, including direct instruction, explicit instruction, and Structured Literacy. These effective instructional approaches share common elements, including:
The last three elements in the list above provide an opportunity to intensify intervention instruction for students who have more complex reading needs, and to contrast the intervention instruction with the level of responding, the type of feedback, and
the amount of practice that is typical in classroom reading instruction.
Intensive intervention includes more frequent responses:
Intensive intervention includes more immediate corrective feedback:
Intensive intervention includes more purposeful practice:
The comparisons above should not be seen as a criticism of classroom reading instruction, but rather an acknowledgment of its inherent constraints, and a recognition of the need for students who have reading difficulties to receive reading intervention
that is qualitatively different.
By design, the intensive reading intervention provided to struggling readers must be more individualized, more supportive, and more explicit than the classroom reading instruction that has proven to be sufficient for students without reading difficulties.
That is what it means for intervention instruction to be more intensive.
Next week, I will be offering a webinar, Effective Reading Intervention: Characteristics, Differences, and Systems of Support,
that will elaborate on the characteristics of intervention instruction and what differentiates it as more intensive than classroom reading instruction. The webinar will include a description of the Multi-Tiered Systems of Support (MTSS) model and
how the systems and processes of MTSS provide the foundation for intensifying instruction for struggling readers.
Dr. Stephanie Stollar is the founder of Stephanie Stollar Consulting L.L.C. and the creator of The Reading Science Academy.
Dr. Stollar is the former vice president for professional learning at Acadience Learning Inc. She is an adjunct professor in the online reading science program at Mount St. Joseph University, and a founding member of a national alliance for supporting reading science in higher education. Dr. Stollar has worked as an educational consultant, a school psychologist, and an assistant professor in the school psychology program at the University of South Florida, and has provided professional development for teachers for the past 25 years. Dr. Stollar is a co-author of Acadience® Reading K–6, Acadience® Reading Survey, and Acadience® Reading Diagnostic. She has conducted research in the areas of assessment, early intervention, and collaborative problem solving. As a member of the board for the Innovations in Education Consortium, she collaboratively plans the annual MTSS Innovations in Education Conference.
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.