Teachers who understand the science of reading can transform their instruction and ensure 95 percent of students learn to read.
It’s true teachers are more essential to student success than any other aspect of schooling. They, not programs, teach students how to read. Yet a study of most teaching institutions found only 49 percent actually prepare teachers with all five essential components of literacy instruction: phonemic awareness, phonics, fluency, vocabulary, and comprehension. *Additionally, the 2019 National Assessment of Educational Progress, NAEP, study found 66 percent of U.S. fourth grade students are not proficient readers.
Reading requires multiple parts of the brain learning to work together. Teaching reading requires a deep understanding of the science behind how we learn to read, why we spell the way we do, or how phonemic awareness and phonics lead to comprehension. Without this, teachers are left feeling ill-prepared. That’s why LETRS® bridges decades of evidenced-based research into classroom success.
LETRS is blended literacy PD for teachers that shows how language, reading, and writing are related to one another and other critical elements that are most effective in improving overall reading outcomes. With embedded video, online assignments, accessible language, and interactive exercises, LETRS helps educators build a masterful understanding of the science behind reading.
LETRS® for Early Childhood Educators provides in-depth knowledge and strategies preschool teachers can use to teach language and literacy skills to every student before learning to read and write:
LETRS® for Administrators complements LETRS and guides state, district, or building leaders in implementing research-based, Response to Intervention (RtI) and Multitiered System of Support (MTSS) for instruction. Administrators are provided specific steps for facilitating change, developing comprehensive assessment plans, managing resources, assembling school leadership teams, and making data-based decisions.
LETRS for Administrators strengthens instructional leaders' foundational literacy knowledge base and prepares them to use that knowledge to design an effective literacy action plan to improve teaching and learning.
LETRS for Administrators:
The LETRS® Consulting Model (LCM) adds value to LETRS and LETRS for Administrators professional learning by supporting educators in transferring theory to practice, resulting in improved student outcomes. The LCM helps educators develop a deeper understanding of the content and methodology of research-based, explicit, Structured Literacy instruction through real-time, actionable support based on specific needs, skills, strategies, and effective use of resources. The LCM aligns with effective professional learning standards and practices from the National Council on Teacher Quality, Learning Forward, and the Knowledge and Practice Standards as outlined by the International Dyslexia Association® (IDA).
This combination of professional learning and LETRS consulting provides substantive change and powerful beneficial effects on student and educator outcomes, such as:
*https://www.nationsreportcard.gov/highlights/reading/2019/
“Teachers are the most important factor in student success. Informed teachers can explain language to students, including sounds, spellings, and word meanings that might be confusing. They use lessons based on reading science and understand the process of learning to read and write. Research proves it. Science matters.” —Louisa Moats, Ed.D. |
“We just started asking, ‘Why is this not in colleges? Why do teachers, who are entering the field, not all take this?’ It was truly life changing.” —Ebony Lee, Ph.D. Director of Curriculum, Instruction & Assessment Clayton County Public Schools, GA |
Complete the form to receive more information and get ready to experience the LETRS suite of professional development solutions.
