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Voyager Sopris Learning® is the proven leader in providing research-based professional development for teachers and education leaders.
We work with schools and districts to customize an implementation and ongoing support plan.
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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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Ticket to Read®
LETRS, a research-based professional development program, provides educators with a core understanding of language structure and helps them gain in-depth instructional information
to complement their teaching practice. Using books, eBooks, online and/or in-person training deepens educators’ knowledge of reading instruction.
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