Accelerates learning for struggling students to get them college and career ready
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.
Strong Foundational Approach
- Students build a phonemic, syllabic and morphemic awareness in words that comprise academic and content area vocabulary
- Students learn the building blocks for words to increase fluency, reading, and spelling
- Word knowledge is increased through vocabulary and morphology
- Grammar and word usage teach complexities of vocabulary and the importance of language structure to overall meaning
- Development and application of concepts, content and skills reading comprehension and clarity in writing
Independent Studies and Articles Demonstrate the Effectiveness of LANGUAGE! on student learning
"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)