Reading ASSIST Institute - Unlocking the written word... one sound at a time

What is LETRS?

LETRS is the only professional development program that gives reading teachers and coaches a deep, structural knowledge of the English language – knowledge proven to be at the heart of successful literacy instruction.  LETRS is used by many states and school districts across the country as the foundation and model for professional development of classroom teachers, reading coaches, and literacy specialists.

 

LETRS brings deep knowledge of reading instruction by addressing each component—phoneme awareness; phonics, decoding, spelling, and word study; oral language development; vocabulary; reading fluency; comprehension; and writing—as well as the foundational concepts that link them. Instruction is delivered through a combination of materials and trainings.

 

LETRS modules are clearly written and chock full of information.  Essential teaching concepts are underscored with engaging questions, problems, and activities that lead to real-world applications. 

 

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Click on the modules listed below to learn more about each:

 

LETRS Foundations:  An Introduction to Language and Literacy

LETRS Foundations is a stepping stone into the deeper, more comprehensive content of the 12 LETRS modules.  It is professional development for teachers of reading who are beginning to implement the components and principles of scientifically based reading instruction.  Through a combination of lecture, whole class and small group activities, video demonstrations, review sessions, and linkages to core reading program components, participants are introduced to 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.  (For all grades)

 

Module 1:  The Challenge of Learning to Read, Second Edition

Module 1 in the LETRS series explores the reasons why many students have reading difficulties and the ways children learn to read.  Case Studies illustrate the progression of reading development, the influences of biological, genetic, cognitive, environmental, and instructional factors on learning to read; and the components of effective reading instruction.  A “four-part processing system” model is explored in detail.   (For all grades)

 

Module 2:  The Speech Sounds of English:  Phonetics, Phonology, and Phoneme Awareness, Second Edition

Module 2 introduces phonemes (speech sounds) and discusses the importance of phonological awareness in reading and spelling instruction.  Module 2 also discusses the features of consonants and vowels and addresses some of the problems that children who speak other languages or dialects may face when learning English.  (For all grades)

 

Module 3:  Spellography for Teachers:  How English Spelling Works, Second Edition

Module 3 explores the structure and history of English spelling from several angles:  historical layers in English orthography, phoneme-grapheme correspondences, letter patterns within words, syllables, meaningful word parts (morphemes), and historical layers in the orthography.  This module addresses differences between syllables and morphemes, between irregular and high-frequency words, and among six syllable types.  After learning this content, teachers can approach phonics, spelling, and word study with confidence.  (For all grades)

 

Module 4:  The Mighty Word:  Building Vocabulary and Oral Language, Second Edition

Module 4 addresses varied approaches to vocabulary instruction, including indirect (contextual) and direct methodologies, and stresses techniques for fostering word use, knowledge of word relationships, and awareness of word structure and its connection to meaning.  Participants apply what they have learned about vocabulary instruction to several examples of narrative and expository text.  (For all grades)

 

Module 5:  Getting Up to Speed:  Developing Fluency, Second Edition

Comprehensive reading instruction includes deliberate fluency building at subword, word, phrase, and text levels for students who do not meet fluency benchmarks.  Module 5 reviews the rationale for a fluency component in lesson design.  Participants learn and practice techniques for speed drills, repeated readings, simultaneous and alternate oral reading, calculating reading fluency, and charting the results of exercises.  (For all grades)

 

Module 6:  Digging for Meaning:  Teaching Text Comprehension, Second Edition

Comprehension instruction is one of the most researched areas in reading education, yet it remains one of the most challenging.  Module 6 addresses the research base for teaching comprehension, the reasons why children have difficulty with comprehension, and approaches for teaching comprehension at the phrase, sentence, paragraph, and passage levels.  Questioning techniques and strategies useful before, during, and after reading are reviewed.  Exercises include text analysis for planning instruction.  (For all grades)

 

Module 7:  Teaching Phonics, Word Study, and the Alphabetic Principle, Second Edition

Effective, systematic phonics instruction involves many subroutines, which are all practiced in Module 7.  The sequence and substance of concept development in code-based instruction is emphasized, including the importance of applying learned skills to reading and writing.  Answers to common questions are provided, including, “How much Phonics?” “Who needs Phonics?” and “Why Phonics?” (For grades K – 2, Intervention Grade 3)

 

    Module 8:  Assessment for Prevention and Early Intervention, Second Edition

    Module 8 distinguishes screening and progress monitoring assessments from diagnostic and outcome assessments.  This module reviews the rationale for early     screening with fluency-based measures and teaches how to use a developmental spelling inventory.  DIBELS^® (Dynamic Indicators of Basic Early Literacy      
    Skills) is used as the example of a valid, reliable, efficient approach to early screening. Exercises include a review of classroom reports and individual case    
    studies in light of children’s instructional needs and the “three-tier” concept of intervention.  (For grades K – 3)

 

Module 9:  Teaching Beginning Spelling and Writing, Second Edition

Module 9 addresses writing instruction for children in grades K – 2 who need to be taught the component skills that underlie composition.  Drawing on recent research that explains the cognitive and linguistic components of composition skills, a framework for analyzing writing samples is applied to examples of students at several different achievement levels.  Instruction that builds automaticity in critical components while teaching children the stages of the writing process is explained and modeled.  (For grades K – 2, Intervention Grade 3)

 

Module 10:  Reading Big Words:  Syllabication and Advanced Decoding

Module 10 addresses the instructional needs of students in third grade and up who inaccurately and/or slowly read and spell multisyllabic words.  Beginning with phoneme-grapheme mapping, the module goes on to address systematic teaching of syllabication, syllable spelling types, and ending rules.  Morphology – including inflection, Anglo-Saxon compounds, Latin and Greek roots and affixes, and derivational word learning processes – is addressed in some depth.  An Advanced Decoding Survey is included with this module, along with lists of instructional resources and programs.  (For Grade 3 – Adult) 

 

Module 11:  Writing:  A Road to Reading Comprehension

Research shows that if students actively seek, organize, and reformulate information in their own words, their reading comprehension is likely to improve.  Module 11, designed for all language arts and content-area teachers, presents major strategies that help students process, remember, and summarize the main ideas in written text.  Additionally, it reviews the many causes of reading comprehension difficulties and addresses the research consensus on the relationship between reading comprehension and writing.  Text structure and its relation to comprehension is explored, and participants learn to implement The Key Three Routine™ to include construction of topic organizers, note taking, and summarizing.  A list of effective curriculum materials for teaching older students to read and write is included.  (For Grade 3 – Adult) 

 

Module 12:  Using Assessment to Guide Instruction

Module 12 is an advanced module that helps intermediate and secondary educators identify and pinpoint the instructional needs of struggling readers beyond third grade.  The module describes efficient, reliable, and research-based assessment strategies that enable school staff to tailor instruction.  Participants review a strategic plan for screening students and learn how to assemble a group of suitable assessments for individual and classroom use.  Diagnostic tests that measure decoding and word analysis, spelling, written composition, reading fluency, and comprehension are demonstrated and rehearsed.  Case studies allow participants to discuss and analyze assessment results and their implications.  (For Grade 3 – Adult) In our ongoing effort to offer high quality, research-based professional development, Reading ASSIST is proud to be able to offer LETRS^® (Language Essentials for Teachers of Reading and Spelling). RAI is one of a limited number of select organizations proffered the status of affiliate training site.  This designation assures that all LETRS training is being delivered by highly qualified trainers certified and approved by Dr. Louisa Moats and Sopris West Educational Services.