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 math.
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
NUMBERS is an interactive, hands-on mathematics professional development offering for elementary and middle school math teachers.
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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.
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Spoken language, reading, spelling, and writing can be challenging for students with dyslexia. These difficulties, however, can be overcome with language-based, systematic instruction and consistent support. Our literacy products are aligned to research- and evidence-based practices for teaching reading.
According to the International Dyslexia Association®, “Dyslexia is a specific learning disability that is neurobiological in origin. It is characterized by difficulties with accurate and/or fluent word recognition and by poor spelling and decoding abilities. These difficulties typically result from a deficit in the phonological component of language that is often unexpected in relation to other cognitive abilities and the provision of effective classroom instruction.”
For a more detailed description, see the IDA Dyslexia Handbook: What Every Family Should Know.
Effective reading instruction for students who struggle requires research-based solutions that keep them motivated and excited to learn. The most effective solutions are those that follow the Structured Literacy approach, which is distinctive in guiding how critical elements are taught.
Structured Literacy is the approach endorsed by the International Dyslexia Association’s Board of Directors. It encompasses instruction that conforms to IDA’s Knowledge and Practice Standards for Teachers of Reading.
Structured Literacy is defined by several elements and principles outlined in the Effective Reading Fact Sheet. Explicit, systematic, and cumulative instruction in the essential elements listed below is critical to ensuring student success in learning to read. This approach is not only vital for students with dyslexia, but research has found it is effective for all students.
The following programs align with the principles of Structured Literacy. View the PDF below for more information specific to dyslexia, or use the links below to learn more about each solution.
LANGUAGE! Live® | Grades 5–12This blended program applies the Structured Literacy approach recommended by the IDA and provides explicit, systematic, and cumulative foundational reading skill instruction. The program emphasizes higher-level comprehension as students progress and develop speed, accuracy, and automaticity while reading more complex text. Alignment to Dyslexia Handbook
Voyager Passport® | Grades K–5Voyager Passport’s explicit, systematic instructional delivery is focused on phonology, phonemic awareness, phonics, vocabulary, fluency, and comprehension. Its daily lesson framework, formative assessments, and differentiation supports align to the Structured Literacy approach. Read White Paper
LETRS® | Grades K–12This literacy professional development is ideal preparation for teachers who work with students with dyslexia and other reading challenges. The program aligns to the International Dyslexia Association's Knowledge and Practice Standards for Teachers of Reading and has earned accreditation from the IDA. Read Research Base
RAVE-O® | Grades 2-4This program follows a Structured Literacy approach and is designed to address the challenges faced by students with dyslexia at this age. RAVE-O’s focus on word meaning and word connections to aid fluency and automaticity is ideal for students with dyslexia. Alignment to Dyslexia Handbook
Read Well® | Grades K–3Read Well has many meaningful instructional components that support a student with dyslexia or other language disability as well as students with processing disabilities. The program is language-based; multisensory; structured, sequential, and cumulative; cognitive; and flexible. Alignment to Orton-Gillingham
The New Herman Method® | Grades 3–6This small-group reading intervention for struggling students incorporates a multisensory approach to teaching and reading. The program provides numerous opportunities for student responses in every lesson. Alignment to Dyslexia Handbook
As a consequence of advocacy, many states have now adopted laws pertaining the identification and treatment of dyslexia. While recognition of dyslexia is long overdue, conflicts between scientific evidence and popular beliefs continue to complicate implementation of these well-intentioned laws. Dr. Louisa Moats, author and nationally recognized literacy expert, will address quandaries such as the definition of dyslexia, appropriate criteria for identification, teacher preparation, and selection and use of instructional approaches.
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Acadience Reading provides one of the best methods of identifying students who are at risk for early reading difficulties, including dyslexia, monitoring those students to determine whether they remain at risk, and identifying students who are not making adequate progress and should be referred for further assessment.
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Dyslexic middle school student, Dylan, struggled for years with reading until he began receiving reading intervention with a well-trained teacher in Knox County Schools (TN) using the LANGUAGE! Live program. Dylan’s mom shares how the blended approach of technology and teacher-led instruction now has her son on track to move to the school’s Honors program.
The time has come to call the public’s attention to reading science and to dispel the misconceived beliefs and practices that are so widespread in our classrooms.
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