LetrsLogoWhat is LETRS?

Now is the time to bridge professional development for teachers to in-classroom success with this blended literacy and language course of study backed by more than 30 years of evidence-based scientific research, and more than a decade of proven success. LETRS is online and flexible, and addresses the structures of English language, the cognitive processes of learning to read, and the teaching practices proven to be most effective in preventing and remediating reading difficulties, including dyslexia. No other literacy teacher professional development is as comprehensive or successful in addressing the five essential components of effective reading instruction, plus writing, with a focus on translating research to classroom application.

EVIDENCE BASED

LETRS is validated by numerous studies that show improvement in instruction and student achievement and has an ESSA evidence level of Promising.

LETRS REL study   LETRS Research Base   LETRS White Paper

ESSA-seal-web

What Makes LETRS a Success? 


With LETRS, educators receive:

  • Updated information about the brain and learning to read
  • Information about identification and treatment of dyslexia
  • Explicit assignments for teachers to apply what they are learning
  • Embedded videos that connect content to classroom applications
  • Literacy development for English learners
  • Curriculum development of classroom and small-group instruction

Learn how language, reading, and writing are related to one another and other critical elements most effective in improving reading outcomes overall. Teachers learn why, for whom, in what way, and at what point in reading development certain practices are most effective.

Download Overview Brochure

 

LETRS Fills in the Gaps in Teacher Preparation

 

Professional learning that comes from LETRS is relevant and applicable regardless of the literacy programs already in use within your state/district/school. LETRS is designed to be the cornerstone of a multi-year, systemic literacy improvement initiative and is backed by more than 30 years of research and more than a decade of proven success.

comprehensive
flexible
research-based
relevant

What Makes LETRS Unique:

  • Online Assignments
  • Video clips that connect for real world application
  • Each step of instruction demonstrated, all connected to the science of reading and writing
  • Focuses on assessment, English learners, and classroom application in a highly integrated way
  • Uses innovative, collaborative, research-supported practices to deepen knowledge
sb10069478_733x722
Delivery Options

LETRS is offered in flexible delivery options to meet the specific needs of customers. We work with you early in the process to identify the delivery models and supports that produce the most impactful result.

print-ftf
online-print-ftf
online-print

“LETRS allowed us to use a common curriculum and that allowed for the use of common practices. We were able to see gaps in teaching and resources, evaluate what to keep and what to get rid of, and re-evaluate the use of pull-out vs. push-in for Title I services. It gave us the springboard to change our instructional practices.”

—Ann Marie Thigpen
Superintendent of Niles City Schools, Niles, OH

 
 

“Going through LETRS, you sit there, moment-by-moment, thinking, ‘I should have known this.’ It’s the tool to change lives and change communities.”

—Ebony Lee, Ph.D.
Director of Curriculum, Instruction, and Assessment
Clayton County Public Schools, Georgia

Results

When general education and intervention teachers learn and apply the information contained in LETRS, such substantive professional development has been shown to have powerful beneficial effects on student learning, such as:

  • An increase in overall achievement levels and fewer students experiencing reading difficulties
  • Effective teachers who are more content and whose sense of efficacy and empowerment will replace burn out and low expectations

LETRS_OH_bar_chart_no_copy_2In Ohio

In Ohio, where Niles City Schools implemented LETRS, students reading at or above average increased from 56 percent to 87 percent within one school year.

RESPECTED AUTHORSHIP
Dr. Louisa C. Moats
Dr. Louisa C. Moats

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 from the Harvard Graduate School of Education and is widely published on reading instruction, the professional development of teachers, and the relationship between language, reading, and spelling.

Carol Tolman
Dr. Carol A. Tolman

Carol A. Tolman, Ed.D., has a doctorate in educational psychology and has been a consultant at the state, district, and school levels for more than 15 years. Dr. Tolman also has more than 25 years of experience in public schools and the juvenile justice system, spending 12 years designing and implementing an innovative reading clinic for academically challenged high school students.