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 K-5 online reading practice
Grades 4-12 print literacy program
Grades K-12 writing program
Grades 4-12 literacy intervention
Grades Pre-K-5 adaptive blended literacy instruction
Grades 6-12 adaptive blended literacy instruction
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–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.
Online professional development event is designed for preK to college educators interested in improving student success in reading and writing
Literacy solutions guided by LETRS’ science of reading pedagogy, the Structured Literacy approach, and explicit teaching of sound-letter relationships for effective reading instruction.
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
Enhance early reading success and identify students experiencing difficulty acquiring foundational literacy skills.
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.
Assess essential pre-literacy and oral language skills needed for kindergarten.
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.
Research-based, computer-adaptive reading and language assessment for grades K-12.
Unparalleled support for our educator partners
We work with schools and districts to customize an implementation and ongoing support plan.
Get Started
Customer Support
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.
About Us
Contact Us
News
Conferences and Events
Careers
eLibrary
LANGUAGE!®
LANGUAGE! Live®
LETRS®
Literacy Symposium
RAVE-O®
Reading Rangers
REWARDS®
Step Up to Writing®
TransMath®
Vmath®
VmathLive®
Voyager Passport
We Can
Request a Sample
LETRS® For Early Childhood Educators is professional learning that provides deep knowledge of literacy instruction. The more children know about language and literacy before they begin kindergarten and first grade, the better equipped they are to succeed in reading and beyond.
Download Overview
Learn More about support for our district partners.
Watch the Overview
Many districts choose LETRS for Early Childhood Educators as one piece of an overarching strategy to improve literacy. The foundational skills preK and kindergarten teachers learn in LETRS for Early Childhood Educators complement their colleagues’ professional development in LETRS® and LETRS® for Administrators.
Children in the classroom benefit from this literacy strategy, as the skills they develop in preK and kindergarten become the foundation for learning in elementary school. Case studies show that when everyone is working together to systematically improve literacy, success is significant and measurable.
LETRS for Early Childhood Educators aligns with the recommendations of the 2008 National Early Literacy Panel on Developing Early Literacy and helps educators build deep understanding of:
Oral language, phonological processing, and print knowledge which are strongly predictive of how well children will learn to read and write.
Targeted practices because instruction that focuses on one skill or a set of interrelated skills is more likely to be successful with young learners.
A focused approach because research shows that when many unrelated skills are targeted simultaneously, learning outcomes are not as strong.
Louisa C. Moats, Ed.D., is a nationally recognized authority on literacy education and is widely acclaimed as a researcher, speaker, consultant, and trainer. Dr. Moats received her doctorate in reading and human development from the Harvard Graduate School of Education and is widely published on reading instruction, the professional development of teachers, and the relationship between language, reading, and spelling.
Lucy Hart Paulson, Ed.D., CCC-SLP, is a speech-language pathologist and literacy specialist with years of experience working with children and their families. She is the lead author of LETRS for Early Childhood Educators, Building Early Literacy and Language Skills, and Good Talking Words.
Meet Lucy Hart Paulson
The creators of LETRS designed this professional development for early childhood educators because research shows the foundation of literacy begins at a young age. PreK and kindergarten teachers need the same level of professional learning as K–3 teachers to effectively teach the foundation of literacy.
Study after study show that preK and kindergarten prepare children to thrive in school and accelerate their learning. Even at this early stage of learning, independent experts agree that "a well-implemented, evidence-based curriculum" and an emphasis on the quality and continuous training of preK teachers leads to success in the classroom.
LETRS for Early Childhood Educators is offered in flexible implementation models to meet the specific needs of your teachers, district, or state.
Do you know a Literacy Champion who is advocating for their students, their colleagues, their children? Do you work with someone who understands how critical literacy skills are to a lifetime of success? If so, we want to hear from you.
Social emotional learning is a prevalent topic in education today, with a recognition that how children feel is as important as their academic growth. Social emotional learning develops as we effectively learn to use the background knowledge we have gained through experiences and skills acquired to help us with everyday tasks.
Play has long been considered an important contributor to children’s learning and development. How does your understanding of play match up with cognitive research and how play contributes to children’s learning?
