LETRS® is a professional development course that bridges deep, meaningful research into practical classroom success. LETRS provides educators with the background, depth of knowledge, and tools to teach language and literacy skills to every student. LETRS can be used regardless of the literacy program in use.

 

Teachers, not programs, teach students how to read. Champion change in your district with LETRS Professional Development.


Teachers matter more to student success than any other aspect of schooling. They, not programs, teach students how to read. Yet a study of most teaching institutions found only 29 percent actually prepare teachers with all five essential components of literacy instruction: phonemic awareness, phonics, fluency, vocabulary, and comprehension.*

*National Council on Teacher Quality (NCTQ), 2013

 


The LETRS family of solutions helps literacy educators:

  • Distinguish between the research base for best practices and other competing ideas not supported by scientific evidence
  • Understand how language, reading, and writing are related to one another
  • Make instructional decisions and program choices with reference to scientific research evidence, strategic use of assessments, and observations of students
  • Deliver comprehensive, integrated, language, and literacy instruction as defined by standards and by research for a given grade, age, or ability level
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Evidence of ESSALETRS

by Louisa C. Moats, Ed.D., and Carol A. Tolman, Ed.D.

Give your staff the development skills and preparation to be effective at teaching reading—and change the future for your students

LETRS is flexible literacy professional development for teachers that shows teachers how language, reading, and writing are related to one another and other critical elements that are most effective in improving overall reading outcomes. With embedded video, online assignments, accessible language, and interactive exercises, this new version of LETRS helps educators build a masterful understanding of the science behind reading.

LETRS:

  • Provides a robust online learning experience
  • Integrates assessment considerations and tools for each topic
  • Guides teachers through classroom curriculum development
  • Includes engaging videos that show teachers demonstrating effective instruction
  • Aligns to International Dyslexia Association's Knowledge and Practice Standards for Teachers of Reading
  • Provides excellent preparation for the Structured Literacy Teacher Certification of IDA and the CERI Exam

 

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LETRS for Early Childhood Educators

Grades: PreK–K

More Than the ABCs

The more children know about language and literacy before they begin formal schooling, the better equipped they are to succeed in reading.

LETRS® for Early Childhood Educators provides vital, applicable information about the foundational skills young children need before learning to read and write. LETRS professional development for early childhood teachers:

  • Empowers teachers to understand the what, why, and how of early literacy instruction
  • Aligns with the recommendations of the 2008 National Early Literacy Panel on Developing Early Literacy
  • Helps educators build deep understanding of oral language, phonological processing, and print knowledge
  • Includes targeted practices

 

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LETRS for Administrators—NEW!

Grades: K–12

Champion change in your district with LETRS for Administrators. This course combines A Principal’s Primer for Raising Reading Achievement with an online component to help instructional leaders create the systems and structures needed to improve overall literacy instruction in English Language Arts.

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A Principal's Primer for
Raising Reading Achievement

Grades: K–8


Designed for administrators to use with LETRS

Hectic schedules and unpredictable school days leave little time to investigate why students struggle to meet reading achievement milestones. A Principal’s Primer for Raising Reading Achievement saves principals time as it explains exactly how to implement research-based, multi-tier reading instruction throughout a whole school—effectively highlighting systems and structures necessary for school-wide improvement in reading performance.

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