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.
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®
Learn about everything from customer success stories, product info, to viewpoints from Voyager Sopris team.
Dr. Louisa Moats, a leading literacy expert, examines why the blended model of computer-based and teacher-led instruction is ideal for providing intensive, structured literacy intervention for older students who read at a fourth grade level or below. Dr. Moats has mastered techniques for teaching word-level skills in an age-appropriate manner. In this webinar, she provides evidence in support of multicomponent literacy instruction and draws from her experience as a teacher, licensed psychologist, researcher, graduate school faculty member, and author of literacy instruction and professional development. You’ll learn more about comprehension instruction that enables poor readers to delve into high-quality texts.
Regardless of the etiology of reading difficulty, most students can learn to read given appropriate, systematic reading instruction. If we believe our students have the right to learn how to read, then we have the responsibility to know how to teach them. This requires a deep understanding of skilled reading, the ability to read words and make meaning simultaneously. How does the information in the recently updated Texas Dyslexia handbook impact the identification of and instruction for students with dyslexia? What do our teachers need to know to have the greatest impact with all students, including those with dyslexia? What are the requirements for educators who teach students with dyslexia?
Myths and misconceptions have long been part of our educational system. When it comes to the instruction targeting the English learner, the same holds true. However, as research is published that focuses on culturally and linguistically diverse students, the more we know about what is true and, simply, what is not. . . and how we can better serve these students and proliferate their potential.
With an emphasis on advancing literacy and getting kids to love all kinds of writing, Shannon McClintock Miller, Tracy Ferguson, and Kate Lamoureux will share what they’ve learned over the years, including strategies, apps, best practices, and proven resources to transform unengaged K–4th graders into motivated and excited learners who love to write.
Join this webinar and see how one teacher and her students are celebrating I AM MORE, a movement that allows us all to showcase how every student’s skills can be used to become all they dream possible.
Does your district’s curriculum meet the quality of evidence required in the new ESSA standards? Do you know what to look for when reviewing new curriculum?
Alisa Dorman discusses the Every Student Succeeds Act (ESSA) and explores four key evidence types—anecdotal, descriptive, correlational, and causal—along with how to use each when reviewing the quality and strength of curriculum studies. Understanding these differences is important for educators as they become more critical consumers through evidence-based research.
When teachers understand the WHY behind the HOW of teaching reading, students make greater gains and are on track for lifelong success.
Administrators from Rapides Parish School Board in Louisiana join Dr. Louisa Moats to discuss how they are achieving incredible K–3 literacy results and improving reading proficiency.
Dr. John Woodward shares a contemporary look at the relationship between math curriculum and professional development that increases teacher knowledge while improving student growth.
Why do schools need a big-picture plan that involves professional development for literacy?
In this webinar, Dr. Tolman and Ms. Teat share how you can equip educators with skills to teach reading and writing effectively. They explore the 'why' of literacy planning, identify expected outcomes, and review commonalities all school leaders should consider when planning literacy professional development.