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 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–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.
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We work with schools and districts to customize an implementation and ongoing support plan.
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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.
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Current research about literacy shows that few students acquire reading naturally, and that most students benefit from explicit and direct, structured instruction. *Since learning to read is not a natural, but learned skill, some students will have difficulty. With this in mind, educators should use the most effective core reading and ELA instruction with additional targeted, evidence-based intervention for struggling students.
While most young student’s reading problems can be attributed to poor foundational skills in phonological awareness, phonic decoding, and automatic word recognition, some students develop reading difficulties later, in the upper elementary grades, when text becomes more difficult and students shift from learning how to read to learning and comprehending new content from text. **Students may fall behind because they cannot decode multisyllable words, interpret the vocabulary and sentence structure of academic text, or make the required inferences. Once students fall behind, they are unlikely to progress or catch up unless intensive, appropriate intervention is provided. ***
Voyager Sopris Learning provides evidence-based solutions to intervene and provide essential diagnostic instruction for K–12 students who struggle with reading and literacy.
Reading intervention often includes writing because reading and writing are reciprocal skills.
According to ****RtI Action Network researchers have confirmed that:
All students who struggle with learning to read benefit from additional time and focus on priority literacy skills necessary for academic growth. Early intervention is recommended as 70% of poor readers, ages 9 and older continue to have reading difficulties into adulthood, if instructional needs are not addressed. *****
Voyager Passport® | Grades K–5Voyager Passport, with a Tier 1 ESSA rating of Strong, provides small-group intervention in the five essential components of reading for K–5 students who struggle during core reading instruction. Features include:
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Read Well® | Grades K–3This mastery-based solution builds critical skills through whole-class, differentiated small-group, and individual student practice. Teachers meet students in grades K–3 at their skill levels and adapt instruction accordingly.
LETRS® | Grades K–12LETRS (Language Essentials for Teachers of Reading and Spelling) is a professional development solution authored by literacy experts Dr. Louisa Moats and Dr. Carol Tolman. LETRS bridges deep, meaningful research into practical classroom success. LETRS is unique from any other professional development program because every concept and skill are solidly based in scientific research about how reading and language acquisition work.
LANGUAGE! Live® | Grades 5–12LANGUAGE! Live is a comprehensive reading and ELA intervention designed specifically for adolescent students who struggle in reading and writing in grades 5–12. It offers:
LANGUAGE!® | Grades 4–12LANGUAGE! Fourth Edition is an intensive intervention for students in grades 4–12 who are substantially below grade-level expectations for literacy. With an explicit, systematic approach that is proven to accelerate the growth of struggling readers and nonreaders, LANGUAGE! integrates instruction across key literacy strands—foundational skills, writing, vocabulary, fluency, grammar, comprehension, and spoken English.
REWARDS® | Grades 4–12Designed by Dr. Anita Archer and validated by independent research, REWARDS is a powerful suite of short-term intervention materials that yields long-term results. With REWARDS, students learn proven strategies for unlocking multisyllabic words and academic vocabulary with fluency and confidence. REWARDS has met the criteria for Tier 1 ESSA rating of Strong. The explicit instruction, guided support, ongoing assessments, and varied opportunities for students to practice strategies results in an increased reading rate and application of academic vocabulary to support confidence in reading informational and narrative text.
* National Reading Panel, 2000** Leach, Scarborough, & Rescorla, 2003; Slavin, Cheung, Groff, & Lake, 2008*** Deshler, Palinscar, Biancarosa, & Nair, 2007; National Association of State Boards of Education, 2005; Torgesen, 2004 **** RtI Action Network. Retrieved from http://www.rtinetwork.org/learn/research/response-to-intervention-research-is-the-sum-of-the-parts-as-great-as-the-whole ***** The Science of Reading Research. (2002). Retrieved from http://www.ascd.org/publications/educational-leadership/mar04/vol61/num06/The-Science-of-Reading-Research.aspx******Response-to-Intervention Research: Is the Sum of the Parts as Great as the Whole? (2010) . Retrieved from http://www.rtinetwork.org/learn/research/response-to-intervention-research-is-the-sum-of-the-parts-as-great-as-the-whole*******Learning Disabilities and Early Intervention Strategies. (2002). Retrieved from http://archive.brookespublishing.com/documents/Birsh_4e_excerpt.pdf