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
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.
Best Behavior Features Elements to Create a Happy, Healthy School Environment
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®
Ticket to Read®
LANGUAGE!® integrates reading, writing, spelling, vocabulary, grammar, foundational skills, and spoken English. The entire curriculum weaves all of the necessary strands of literacy into six instructional steps of a daily lesson.
“The use of the LANGUAGE! curriculum for intervention resulted in significant gains in all areas tested: word recognition, oral reading fluency, and reading comprehension.”—Klemp, R. (2005, November). LANGUAGE! program evaluation Los Angeles Unified School District. Paper presented at the 56th Annual Conference of the International Dyslexia Association, Denver, CO.
“Observed growth in relative standing for most grade levels on most reading measures suggests that these students were beginning the process of normalizing their reading skills. Typically, students whose skills are so poor would make no growth in relative standing and might even fall further behind their peers without an intensive intervention.” —Moats, L. C. (2004). Efficacy of a structured, systematic language curriculum for adolescent poor readers. Reading & Writing Quarterly, 20, 145–159. doi:10.1080/105735604902620828)
“Results showed 96 percent of students demonstrated growth in one or more areas of literacy (fluency and/or comprehension) after one year of LANGUAGE! instruction. More than half of the students who made growth in both fluency and comprehension (60 percent or 100 students) also improved on their Reading Proficiency subtest of the 2008 Ohio Achievement Test (OAT) at the middle school level or the Ohio Graduation Test (OGT) at the high school level.”
—Parker, E. G. (2009). Assessing the impact of the reading intervention LANGUAGE! on state reading proficiency scores for secondary students with disabilities (Doctoral dissertation). Available from ProQuest Dissertations and Theses database. (UMI No. 3368229)