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
Reliable, Research-Based Assessment Solutions to Support Literacy and Math
Acadience Reading K–6 is designed to predict early reading success and identify students experiencing difficulty in the acquisition of foundational literacy skills to provide early literacy support to prevent later reading difficulties.
Acadience Reading Survey is designed as a companion tool for use with
to determine instructional level and progress monitoring.
assesses critical reading skills for students in grades K–6 and older students with very low skills linked to screening information from Acadience Reading.
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®
During their course of study, educators:
“The increase in teacher knowledge of early literacy skills was found to be associated with the progress educators made in the professional development program using LETRS. At the end of the study, educators who had not started the professional development program were in the 54th percentile on the Teacher Knowledge of Early Literacy Skills (TKELS) compared to educators who completed the program and who were in the 65th percentile.” —Executive Summary, Regional Educational Laboratory of the Southeast and Mississippi Department of Education: Educator Outcomes Associated with Implementation of Mississippi’s K–3 Early Literacy Professional Development Initiative
“When teachers participate in sufficient training on reading development, language structure, individual differences, and effective teaching procedures, and are helped to apply what they learn during the year, weaker students in grades K–5 improve significantly in all areas.” —McCutchen et al., 2002a; McCutchen, Harry, Cunningham, Cox, Sidman, & Covill, 2002b; McCutchen, Green, Abbott, & Sanders, in press
“LETRS is effective in building teachers’ understanding of language structure, individual differences, and research-based reading practices—concepts that are often treated insufficiently in teacher preparation.”
—Bos, Mather, Dickson, Podhajski, & Chard, 2001; Cunningham, Perry, Stanovich, & Stanovich, 2004; Walsh, Glaser, & Dunne-Wilcox, 2006
LETRS REL study, Educator Outcomes Associated with Implementation of Mississippi's K–3 Early Literacy Professional Development Initiative (Folsom, Smith, Burk, & Oakley, 2017), performed
by the Regional Educational Laboratory at Florida State University
LETRS Research Base
The Need for Research-Based Literacy Professional Development (White Paper)
10 Reasons Why Literacy Professional Development is Essential (White Paper)
Literacy Achievement in the Primary Grades in High-Poverty Schools
Phonemic Awareness Skill of Speech-Language Pathologists
Further Evidence for Teacher Knowledge: Supporting Struggling Readers in Grades 3–5
Hear how 12 students achieved over a year’s worth of growth in just three months after Syracuse City School District enrolled 1500 middle school students in LANGUAGE! Live and started using LETRS professional development to build teachers’ reading knowledge.
Since 2003, every Peshastin-Dryden teacher has been LETRS trained, which has greatly enhanced their ability to understand the process of learning to read. As a result, students in grades K–2 at the school have seen more growth in literacy in the past two years than any students have in the history of Cascade School District.
“I’m filling the holes in the curriculum with my knowledge through LETRS.”
—Melissa Carvitto, Teacher, Peshastin-Dryden Elementary, Cascade School District, Leavenworth, WA
“The LETRS training effectively connected current research to explicit instruction and gave all participants meaningful content and strategies to implement in classrooms immediately. … The LETRS modules rank among the most extensive and in-depth training I have ever received in reading.”
—Pamela Herrera, Supervisor of Title I, Delaware
“LETRS is a well-developed, step-by-step program that takes teachers through knowledge of reading, scope, and sequence with the best strategies and the best research to support it. … LETRS has empowered our teachers to do their best for kids.”
—Linda Flint, Reading Coordinator, Kansas
“Thank you for providing the most valuable training I’ve received in my entire educational career. I now have the knowledge, backed by research, to support my teachers as they create reading success for all students.”
—Gary Robinson, Principal, Indiana