LETRS® for Early Childhood Educators professional learning provides deep knowledge of literacy instruction for the youngest learners. The more children know about language and literacy before they begin kindergarten and first grade, the better equipped they are to succeed in reading and beyond.
Engaged Students
Early childhood educators gain new skills to help the youngest learners build a literacy foundation from the first step, even before learning to read and write. Educators learn best practices for developmentally appropriate, evidence-based routines and instruction impacting the delivery of playful, purposeful instruction essential for the development of early literacy skills.
Empowered Educators
LETRS for Early Childhood Educators empowers educators to apply best-practice strategies to guide children’s early learning. Research-based knowledge and skills needed for successful early literacy instruction are taught throughout the course of study with opportunities for educators to practice strategies and routines to develop oral language, print knowledge, alphabet learning, and writing skills of early learners. Educators gain an understanding of age-appropriate assessments and how to use data to plan and implement instruction for the youngest learners.
Improved Outcomes
LETRS for Early Childhood Educators provides deep knowledge and clarity of effective skills necessary to prepare the youngest learners for success in kindergarten and beyond by providing the “why” and “how” of early literacy instruction across all domains: language, literacy, cognitive, motor, social, and emotional.
Key Features
Flexible Delivery
Professional learning that comes from LETRS is relevant and applicable regardless of the literacy programs already in use within your state, district, or school. LETRS is designed to be the cornerstone of a multi-year, systemic literacy improvement initiative backed by decades of research and proven success.
Expert Authorship
Dr. 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. Dr. Lucy Hart Paulson, Ed.D., CCC-SLP, is a speech-language pathologist and literacy specialist with years of experience working with children and their families. She is the lead author of LETRS for Early Childhood Educators, Building Early Literacy and Language Skills, and Good Talking Words.
Strategies that Transform Classrooms
Oral language, phonological processing, and print knowledge which are strongly predictive to how well children will learn to read and write. Targeted practices because instruction that focuses on one skill or a set of interrelated skills is more likely to be successful with young learners. A focused approach because research shows that when many unrelated skills are targeted simultaneously, learning outcomes are not as strong.
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