letrs - Voyager Sopris Learning

Overview
WHERE
Professional Development for Educators
Grades PreK–12
BEST PRACTICE
BECOMES
EVERYDAY
PRACTICE
IN-DEPTH Professional Development
INNOVATIVE Instructional Practices
INDISPUTABLE Results
DEEPENS EDUCATOR KNOWLEDGE—INCLUDES THE
“WHAT,” “WHY,” AND “HOW” OF LITERACY INSTRUCTION
LETRS Professional Development:
Works with educators to develop a road map for
meeting the Common Core State Standards
Sharpens educators’ ability to diagnose why students
are struggling and how to provide proven intervention
Offers more than a decade of demonstrated success in
schools and districts across the United States
Provides real-world professional development
that is relevant, timely, and actionable
Focuses on raising preK–12 literacy achievement
for all learners
Years of research and a lifetime of experience in education went into the
development of LETRS. The evidence-based LETRS Foundations and the
subsequent LETRS modules address every component of reading
instruction. With LETRS, teachers know about the mental
processes of reading and the field-tested instructional strategies
that work for every type of learner.
—Dr. Louisa C. Moats, Lead Author
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THE GOLD STANDARD FOR IN-PERSON AND ONLINE
PROFESSIONAL DEVELOPMENT
LETRS® (Language Essentials for Teachers of Reading and Spelling) is the critical bridge between research
and practice, providing practical knowledge to teachers at all grade levels as it addresses each essential
component of reading instruction. Each LETRS course is designed to give educators the tools they need
to be confident teacher leaders who seek deep learning and reflection as they prepare for the challenging
work of making literacy a reality for every student.
LETRS Flexible Implementation Options
In-Person Professional
Development
Online Professional Development
for CEUs or Graduate Credit
Foundations: An Introduction to
Language and Literacy (see page 6)
Three Rigorous Courses for CEUs
or Graduate Credit (see page 10 )
Core Modules (see pages 6–8)
Course 1
1. The Challenge of Learning to Read
2. The Speech Sounds of English: Phonetics, Phonology, and Phoneme Awareness
3. Spellography for Teachers: How English Spelling Works
4. The Mighty Word: Building Vocabulary
and Oral Language
5. Getting up to Speed: Developing Fluency
6. Digging for Meaning: Teaching Text
Comprehension
Foundations of Reading Instruction:
An Introduction to Scientifically Based
Reading Instruction
Course 2
Literacy Instruction: Phonology, Phonics,
and Spelling
Course 3
Vocabulary, Fluency, and Comprehension
in Reading Instruction
7. Teaching Phonics, Word Study, and the
Alphabetic Principle
8. Assessment for Prevention and Early
Intervention
9.Teaching Beginning Spelling and Writing
10. Reading Big Words: Syllabication and
Advanced Decoding
Supplementary Modules (see page 9)
• Teaching English Learners
• LETRS for Early Childhood Educators
• ParaReading: A Training Guide for Tutors
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A MOVEMENT IN LITERACY EDUCATION
IMPLEMENTED NATIONWIDE
LETRS impacts state, district, and school success as the only professional development program that gives
educators a deep structural knowledge of the English language—knowledge proven to be at the heart of
successful literacy instruction.
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13
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6
11
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14
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9
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4
7
12
LETRS is a turning point in
getting to the core of how
to teach kids to read.
—Heidi Zollman
District Curriculum, Instruction, and
Assessment Coach, New Hampshire
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Impacting School Success
1 Tennessee Department of Education
Partnered to develop state- and CCSS-specific literacy professional
development modules and to train 10,000 teachers across the state.
2 Mississippi Department of Education
Partnering to deliver LETRS professional development to up to 10,000 teachers
as part of the MS K–3 Literacy Professional Development Training System.
3 Kansas Department of Education—MTSS Project
Sopris Learning and the Kansas MTSS Project have partnered to certify a cadre
of local Kansas LETRS trainers. LETRS provides the training at the foundation
of their Multitier System of Supports.
4 Austin Independent School District, Texas
Austin ISD is committed to increasing teacher knowledge to ensure student
growth in literacy. Each summer, locally certified AISD LETRS trainers
provide professional development for teachers throughout the district.
5 Pennsylvania Training and Technical Assistance Network
LETRS is the foundation of the professional development provided by PaTTAN
to educators across Pennsylvania.Two groups of regional/district LETRS
trainers now provide high-quality training to teachers across the state.
6 Davenport Public School District, Iowa
LETRS training has been provided to classroom and special education
teachers and administrators.
7 Louisiana Department of Education
Louisiana has certified a cadre of regional/district LETRS trainers, who
trained more than 3,500 teachers using LETRS Foundations.
8 Washington Department of Education
Provides LETRS training and advanced Training of Trainers (TOT) to reading coaches,
who then act as a “LETRS task force” to train other educators within the state.
9 Oklahoma Department of Education
The Oklahoma Department of Education is working to certify a cadre of local LETRS
trainers to provide training to teachers in the state to improve literacy foundation.
10 Buffalo Public Schools, New York
Certified a cadre of district LETRS trainers who are tasked with providing
LETRS training to educators throughout Buffalo Public Schools.
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 educator ‘brain food’ that takes
thinking to the next level. It provides teachers
with the best tools research can provide to
get students moving. When we first started
training our teachers in LETRS, 46% of our
students going into the middle schools were
proficient readers. This last year, 71% were
proficient. It’s just been amazing!
—Melody Ilk
Literacy Coordinator, Colorado
and Coauthor of A Principal’s Primer
for Raising Reading Achievement
11 Colorado Department of Education
Certified regional LETRS trainers who provide LETRS training to schools
across the state. The group is also trained in ParaReading.
12 Broward County Public Schools, Florida
Staff trainers from Broward County Public Schools attended open-tuition
LETRS Institutes and now offer LETRS training to Broward County’s teachers
qualifying them for the state-mandated reading endorsement.
13 Providence Public School District, Rhode Island
Provided in-depth training for elementary teachers who received training in
LETRS Foundations and secondary teachers using LANGUAGE!®
14 Arizona State-wide Reading Support
LETRS formed the backbone of the Arizona Reading First program and remains
a critical component of the state-wide reading support system. Combined
with effective assessment and research-based core literacy curriculum, LETRS
gives the state a blueprint for long-term, sustainable improvement.
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IN-PERSON PROFESSIONAL DEVELOPMENT Relevant. Effective. Customizable.
LETRS CONTENT
The content of LETRS focuses on essential literacy concepts and instructional practices.
As a whole, LETRS professional development is designed as a course of study and/or series of
workshops that connects research to practice, while using accessible language and interactive
exercises. The following describes each LETRS module.
LETRS FOUNDATIONS: AN INTRODUCTION TO LANGUAGE
AND LITERACY (ALL GRADES)
LETRS Foundations is a teacher’s first step into the deeper, more comprehensive content
of the core modules. LETRS Foundations is professional development for teachers of
reading who are beginning to implement the components and principles of scientifically
based reading instruction. This first module introduces the science of how children
learn to read; the importance of oral language, phoneme awareness, phonics, fluency,
vocabulary, and comprehension in reading instruction; and how to put LETRS concepts to
work in the classroom.
LETRS CORE PROFESSIONAL DEVELOPMENT MODULES
The core LETRS modules address each essential component
of reading instruction and the foundational concepts that link
each component.
LETRS SECOND EDITION—MODULES 1–3 (ALL GRADES)
Module 1—The Challenge of Learning to Read
Explores the reasons why many students have reading difficulties, the ways children learn
to read, and the components of effective reading instruction.
Module 2—The Speech Sounds of English: Phonetics,
Phonology, and Phoneme Awareness
Introduces phonemes, discusses the importance of phonological awareness
to instruction, and addresses some of the challenges of young English learners.
Module 3—Spellography for Teachers:
How English Spelling Works
Explores the structure and history of English from several angles and
provides teachers with the content they need to approach phonics,
spelling, and word study with confidence.
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5
Options for In-Person Professional Development
LETRS in-person professional development is flexible—the LETRS team collaborates with schools and districts
to design a plan that matches specific needs and schedules. These opportunities are designed to benefit
any classroom teacher or administrator interested in improving the quality of reading instruction in his or her
classroom, school, or district.
1
Annual LETRS Summit
The LETRS Summit provides a unique opportunity to expand your knowledge of literacy and research
and network with leading national experts. Join Dr. Louisa C. Moats, nationally renowned authors, and
national LETRS trainers for this conference, which is sure to make a difference in your instruction.
2
Open-Tuition Institutes
3
4
5
Privately Contracted Institutes
Open to anyone on a per-person tuition basis, these sessions are a great opportunity for smaller groups
and individuals to receive training.
Agencies, districts, and states can contract for a private institute. These institutes provide the
opportunity to tailor content to specific local needs.
Follow-Up Consultation/Coaching
Follow-up and ongoing LETRS consultation/coaching with trained literacy experts is available.
Training of Trainers (TOT)
This option builds local capacity by enabling staff developers and reading coaches to provide highquality professional development for their district. Available as an open training or private training;
TOT is required to become a LETRS certified trainer.
Visit www.letrslink.com for training schedules and more information.
www.letrslink.com
7
LETRS SECOND EDITION—MODULES 4–6 (ALL GRADES)
Module 4—The Mighty Word: Building Vocabulary and Oral Language
Addresses approaches to vocabulary instruction and stresses techniques for fostering
word use, relationships, and structure, applying lessons learned in Modules 1–3.
Module 5 — Getting up to Speed: Developing Fluency
Reviews the rationale for a fluency component in lesson design. Participants
learn and practice techniques for classroom reading exercises and charting results.
Module 6 —Digging for Meaning: Teaching Text Comprehension
Addresses the research base for teaching comprehension and
approaches for teaching comprehension at the phrase, sentence,
paragraph, and passage levels.
LETRS SECOND EDITION—MODULES 7–9 (GRADES K–3)
Module 7—Teaching Phonics, Word Study, and the Alphabetic Principle
Focuses on the practice of effective, systematic phonics instruction and the importance
of applying learned skills to reading and writing.
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Reading and Spelling (LETRS®) Series by Louisa C. Moats
Foundations
An Introduction to Language and Literacy (all grades), Deborah Glaser and Louisa C. Moats
Module 1
The Challenge of Learning to Read (for all grades) with Carol Tolman
Module 2
The Speech Sounds of English: Phonetics, Phonology, and Phoneme Awareness (for all grades)
Module 3
Spellography for Teachers: How English Spelling Works (for all grades)
Module 4
The Mighty Word: Building Vocabulary and Oral Language (for all grades)
Module 5
Getting Up to Speed: Developing Fluency (for all grades) with Marcia Davidson
Module 6
Digging for Meaning: Teaching Text Comprehension (for all grades) with Nancy Hennessy
Module 7
Teaching Phonics, Word Study, and the Alphabetic Principle (for Grades K-2; remedial instruction)
with Susan Hall
Module 8
Assessment for Prevention and Early Intervention (for Grades K-3) with Carrie Hancock
Module 8 addresses the screening, diagnosis, and monitoring of the instructional needs of students in
grades K–3 who are showing signs of risk. The purpose of these activities is early identification and
intervention to minimize reading failure, and progress-monitoring to determine response to intervention
(RTI). The module presents a general strategy for selecting and using assessments for specific purposes.
Participants examine case studies that represent a range of student subtypes or profiles (including those
with decoding and phonological processing weaknesses, orthographic processing or fluency problems,
and/or oral and written language comprehension difficulties) and interpret classroom screening results
and individual students’ diagnostic assessments. Assessment results are then linked to appropriate
instructional methods, goals, and programs.
Module 9
Teaching Beginning Spelling and Writing (for Grades K-2; remedial instruction)
Module 10
Reading Big Words: Syllabication and Advanced Decoding (for Grade 3-adult)
Module 11
Writing: A Road to Reading Comprehension (for Grade 3-adult) with Joan Sedita
Module 12
Using Assessment to Guide Instruction (for Grade 3-adult)
Module 8 Assessment for Prevention and Early Intervention (K–3)
Teachers—not programs—teach children to read.
Module 8
Module 8—Assessment for Prevention and Early Intervention
Second Edition
Reviews the rationale for effective early screening with fluency-based measures,
and the importance of valid, reliable, and efficient assessment tools.
Supplemental Modules:
• LETRS Interactive CD Series—CD-ROM/print module sets are also available for selected modules.
The CDs complement the print modules, providing additional practice and reinforcement of specific
concepts and skills.
• ParaReading: A Training Guide for Tutors —Deborah Glaser
• LETRS for Early Childhood Educators—Lucy Hart Paulson, Linda Camp, Ron Nelson
• Teaching English Learners: A Supplementary LETRS Module for Instructional Leaders—
María Elena Argüelles, Scott Baker, Louisa Moats
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Moats
Hancock
(800) 547-6747 • www.soprislearning.com
Louisa C. Moats
Carrie Hancock
Module 9—Teaching Beginning Spelling and Writing
Addresses writing instruction for children in early grades who need to
be taught the component skills that underlie composition.
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 we create reading success for
all students!
—Gary Robinson
Principal, Indiana
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SUPPLEMENTARY
MODULES
Addresses the instructional
needs of students in
third grade and above who inaccurately
and/or slowly read and spell multisyllabic words. An advanced decoding survey is included.
Second Edition
Tolman
Moats
Carol Tolman
Louisa C. Moats
5/28/13 12:58 PM
SUPPLEMENTARY MODULES
Building on the gold standard of LETRS professional development, the LETRS
supplementary modules address specific areas of need within reading instruction.
LETRS SUPPLEMENTARY MODULES
Teaching English Learners
Provides instructional leaders with in-depth professional development that addresses
critical components of effective instruction for English language learners (ELLs)
Teaching English Learners addresses the key principles of effective instruction for ELLs. This manual provides
a framework for understanding critical components of ELL reading instruction that link directly to observable
instructional behaviors in the classroom. Teaching English Learners is for instructional leaders who have a
responsibility to establish policies involving effective instruction for ELLs.
LETRS for Early Childhood Educators
Provides quality professional development designed to help young children
build a strong early literacy foundation
Designed specifically for early childhood educators, this interactive module prepares teachers to provide
instruction that is proven to build a strong foundation in early literacy skills. The program explores language
and literacy in ways that create a deeper understanding of these important processes. This module is for
educators working with preschool and kindergarten children or early elementary children who are experiencing
difficulty with the literacy process.
ParaReading
Training guide for tutors
ParaReading prepares today’s paraprofessionals for the increasing demands placed on them in the reading
classroom. To be effective, paraeducators and reading tutors need training that incorporates current,
scientifically based research on student learning. This is the single best resource available to any potential
tutor who wants to become an integral part of the reading instruction process. Based on key LETRS concepts,
ParaReading not only increases the effectiveness of reading tutors, but also grounds them in a proven,
research-based system of teaching.
www.letrslink.com
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ONLINE PROFESSIONAL DEVELOPMENT Intensive. Interactive. Accessible.
CONCENTRATION IN LOUISA MOATS LITERACY
INSTRUCTION FROM THE AMERICAN COLLEGE
OF EDUCATION (ACE)
Dr. Moats has partnered with the American College of Education to offer educators the opportunity
to advance teaching skills and foster enhanced literacy development while earning graduate credit
or a master’s degree in education.
The concentration in Louisa Moats Literacy Instruction offers:
• Intensive graduate-level content
• Interactive video models and online resources
TRULY AFFORDABLE
EDUCATION FROM A
FULLY ACCREDITED INSTITUTION
• 24/7 accessibility from any location
CONCENTRATION COURSES
Course 1:
Foundations of Reading Instruction: An Introduction to Scientifically Based Reading Instruction­—teaches educators
how to implement instructional programs grounded in reading research, use assessments that measure students’
skills in the essential components, and adjust their teaching to meet diverse student needs.
Course 2:
Literacy Instruction: Phonology, Phonics, and Spelling—prepares educators to teach the foundational reading and
language skills enumerated in the Common Core State Standards (CCSS) and to teach students who are struggling
with literacy acquisition within a Response to Intervention (RtI) framework.
Course 3:
Vocabulary, Fluency, and Comprehension in Reading Instruction—assists educators in understanding and applying
research-based information about three of the “essential components” of reading instruction; prepares educators to
teach “close reading” of literary and informational text.
ENROLLMENT OPTIONS
M.Ed. in Curriculum and
Instruction with Concentration in
Louisa Moats Literacy Instruction
Certificate in Louisa Moats
Literacy Instruction
Louisa Moats Literacy
Instruction Graduate Courses
Three-course sequence
Take any of the courses as a student-at-large
12 Graduate courses + capstone
3 Graduate courses
3 semester credits each
5-week courses over 18 months
5 weeks per course
5 weeks per course
FOR EXTENDED COURSE DESCRIPTIONS, ENROLLMENT INFORMATION,
AND TUITION, VISIT WWW.LETRSLINKS.COM
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LETRS AUTHORS
Lead author 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 at the Harvard Graduate School of Education and has served as
an adjunct professor of psychiatry at Dartmouth Medical School. She has also been a teacher, school
psychologist, and licensed psychologist in private practice.
In addition to LETRS, Dr. Moats is known for her many publications on reading instruction, the
professional development of teachers, and the relationship between language, reading, and spelling.
María Elena Argüelles, Ph.D., is coauthor
Scott Baker, Ph.D., is coauthor of
Marcia Davidson, Ph.D., is a nationally
Antonio A. Fierro, Ed.D., is a supporting
of the supplementary LETRS module Teaching
English Learners. Dr. Argüelles provides
support to states and school districts in
effective instruction for English language
learners (ELLs) and struggling students.
Teaching English Learners. Dr. Baker is the
associate director of the Center on Teaching
and Learning at the University of Oregon
and director of Pacific Institutes for Research
in Eugene, Oregon.
certified school psychologist and faculty
member at the University of Utah, where she
teaches courses on language, literacy, and
Response to Intervention (RtI). Dr. Davidson
is coauthor of LETRS Module 5.
author for the supplementary LETRS
module Teaching English Learners. Dr.
Fierro serves as an adjunct faculty member
at the University of Texas at El Paso.
Deborah R. Glaser, Ed.D., is author
Susan L. Hall, Ed.D., is coauthor of
of the LETRS ParaReading supplemental
module and coauthor of LETRS Foundations.
Dr. Glaser has served as an educational
consultant and has trained thousands of
teachers in LETRS and DIBELS®.
LETRS Module 7 and author of I’ve
DIBEL’d, Now What? Much of her current
work focuses on training teachers in
using DIBELS data to plan intervention
instruction for struggling readers.
Carrie Hancock, Ph.D., is an education
Nancy Hennessy, M.Ed., is coauthor
program specialist for the Arizona
Department of Education and assessment
coordinator for Arizona’s Reading First plan.
She is coauthor of LETRS Module 8.
of LETRS Module 6. Ms. Hennessy is an
experienced teacher, administrator, a past
president of the International Dyslexia
Association, and a member of the National
Joint Committee for Learning Disabilities.
Lucy Hart Paulson, Ed.D., CCC-SLP, is
Joan Sedita, M.Ed., is coauthor of LETRS
Module 11 and author of Keys to Literacy.
Ms. Sedita has worked for 30 years in
education and is an experienced teacher/
administrator, nationally recognized
speaker, and teacher trainer.
Carol Tolman, Ed.D., is lead author of
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
the lead author of LETRS for Early Childhood
Educators as well as Building Early Literacy
and Language Skills (BELLS). Dr. Paulson has
years of experience in Head Start and public
and private schools.
the LETRS Presenter’s Kits and coauthor of
LETRS Module 1 and The Reading Coach
Presenter’s Kit. Dr. Tolman is a leading LETRS
and DIBELS trainer with 25 years of teaching
experience in public schools.
teachers to do their best for kids.
—Linda Flint
Reading Coordinator, Kansas
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LETRS ALIGNS TO THE COMMON CORE STATE STANDARDS
The Common Core State Standards (CCSS) articulate rigorous expectations for grade-level learning, culminating in
college and career readiness. LETRS professional development enables educators to accomplish these goals through
focus on the developmental stepping stones that enable higher levels of achievement.
The developers of the CCSS have been clear that the standards do not explain the research basis for teaching reading. Although
they do reflect that base, the standards do not tell teachers how to teach. Many students (about 40 percent in reading and
language arts) will struggle to meet grade-level standards. Raising the achievement of all students, including those at risk,
requires knowledgeable and effective teacher leaders who consistently provide high-quality instruction. With LETRS, we address
each teacher’s need to know why, for whom, in what way, and at what point in reading development certain practices are most
likely to be effective.
Download a CCSS Alignment at www.letrslink.com
COMPANION RESOURCES
A Principal’s Primer for
Raising Reading Achievement
LeadingLiteracy
Leading Literacy Change
Sandra Jones, Ph.D.;
Darci Burns, Ph.D.;
Catherine Pirri, M.S.
Sandra Jones
Darci Burns
Catherine Pirri
* Among adults at the lowest level of literacy proficiency, 43% live in poverty. Among adults with strong
literacy skills, only 4% live in poverty.
* More than one million children drop out of school
each year, costing the nation over $240 billion in lost
earnings, forgone tax revenues, and expenditures for
social services.
* According to the U.S. Census Bureau, workers 18
and over without a high school diploma earn an average
of $18,734; those with a high school diploma earn
$27,915 and those with a bachelor's degree earn an average of $51,206 a year.
* Twenty-five percent of all U.S. students who do not
receive a high school diploma have received government
assistance.
Pati Montgomery, Ed.S.;
Melody Ilk, M.A.;
Louisa C. Moats, Ed.D.
Grades K–5
www.voyagersopris.com/llc
* Among adults at the lowest level of literacy proficiency, 43% live in poverty. Among adults with strong
literacy skills, only 4% live in poverty.
* More than one million children drop out of school
each year, costing the nation over $240 billion in lost
earnings, forgone tax revenues, and expenditures for
social services.
* According to the U.S. Census Bureau, workers 18
and over without a high school diploma earn an average
of $18,734; those with a high school diploma earn
$27,915 and those with a bachelor's degree earn an average of $51,206 a year.
* Twenty-five percent of all U.S. students who do not
receive a high school diploma have received government
assistance.
Grades K–8
www.voyagersopris.com/principalsprimer
Logistics of Literacy Intervention
The Reading Coach
Joanne Allain, M.A.
Jan Hasbrouck, Ph.D.,
Carolyn A. Denton, Ph.D.;
Carol Tolman, Ed.D. (Presenter’s Kit)
Grades K–12
www.voyagersopris.com/literacylogistics
Grades K–12
www.voyagersopris.com/readingcoach
Teaching Reading Essentials
50 Nifty Activities for 5 Components
and 3 Tiers of Reading Instruction/
50 Nifty Speaking and
Listening Activities
Video Demonstrations of
Small-Group Interventions
Grades K–3
www.voyagersopris.com/tre
12
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Louisa C. Moats, Ed.D.;
Linda Farrell;
Anne Whitney, Ed.D.
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Judith Dodson, M.A.
Grades K–6; PreK–6
www.voyagersopris.com/50nifty
To Read Full Articles,
Visit www.letrslink.com
LETRS RESEARCH
LETRS builds deep and broad understanding of all skills that contribute to fluent, competent reading: phonological
processing; phonics and word recognition; fluency; vocabulary and background knowledge; text comprehension;
oral language; and writing. The disciplinary knowledge base of LETRS is explained in detail in Snow, Griffin, and
Burns’ (2005) Knowledge to Support the Teaching of Reading, a book to which Louisa C. Moats contributed, and
other documents, including “Teaching Reading IS Rocket Science” (Moats, 1999) and “The Missing Foundation in
Teacher Education” (Moats, 1995).
The content and teaching methods of LETRS have been developed by Moats throughout many years, with input from
participants, trainers, and independent reviewers. The content evolved first in graduate courses on reading, beginning
with Moats’ extension courses at Harvard University. Methods for teaching practicing teachers were then adapted and
developed during the National Institute of Child Health and Human Development (NICHD) Early Interventions Project
(Foorman & Moats, 2004; Moats & Foorman, 2003; Moats & Foorman, 2008), where, over four years, teachers in highpoverty, low-performing schools brought their students up to the national average in reading between kindergarten
and fourth grade through intensive professional development that was later published as LETRS.
Two Small Business Innovation Research (SBIR) grants from
the NICHD show that 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).
When teachers participate in sufficient
training … and are helped to apply what
they learn during the year, weaker
students in grades K–5 improve
significantly in all areas.
When LETRS training is followed by ongoing coaching and teamwork throughout the year in a context of leadership and support, teachers will apply what they have learned, and student achievement will improve (Moats, 2007;
Moats, McCabe, Lavington, McGoldrick, & Willis, 2008).
The concepts and practices in LETRS are not learned with “once over lightly” courses or workshops (Spear-Swerling & Brucker, 2003, 2004), and do require the type of explicit, coherent, and cumulative learning that LETRS exemplifies. 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).
Integrating the implementation of innovative, research-supported practices into the classroom requires that teachers
understand the knowledge base for their discipline, work in facilitative environments, implement the teaching practices with fidelity, and receive opportunities to collaborate with colleagues (Crawford & Torgesen, 2006).
If these conditions are not present, or are not carried out consistently over enough time, teachers may increase their
knowledge without changing their instructional practices (National Center for Educational Evaluation and Regional
Assistance, Institute of Education Sciences, 2008; Roehrig, Duggar, Moats, Glover, & Mincey, in press). We strongly
recommend that LETRS be part of a coherent, multifaceted plan that includes all conditions necessary for change.
For a complete reference list, visit www.letrslink.com
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More Than Professional Development—
LETRS is a MOVEMENT in Literacy Education
• LETRS Research Center
• LETRS CCSS Alignment
• Video Collection—Includes Webinars
from National LETRS Experts
• Samples of LETRS Modules
www.voyagersopris.com / 800.547.6747
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Visit www.letrslink.com
for complimentary resources:
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