Posts Tagged ‘Language Live’

Comparing READ 180 and Language! Live

As money has finally started to creep back into education, districts are now turning their attention and dollars into purchasing reading intervention programs. My district has decided to “speed pilot” two reading intervention programs for our secondary schools: Language!® Live is the re-vamped Language!® program from Voyager Sopris with new contributing author Louisa Cook Moats; and READ 180 Next Generation is the thoroughly revised offering from mega publisher Scholastic/Houghton Mifflin Harcourt with new contributing authors Kevin Feldman and Kate Kinsella. At my middle school we have one pilot teacher for each program. Training has been extensive from these two eager publishers because our district, Elk Grove Unified, is the third largest district in California and a district-wide adoption would be quite a plum for either of the two companies.

I am not one of the pilot teachers; however, I am curious. So now my DISCLAIMER: I sell my own reading intervention program: Teaching Reading Strategies with the Sam and Friends Phonics Books and Reading and Spelling Game Cards. I developed the program in three instructional settings: grades 4−6 as a district elementary specialist; middle school as a “support” teacher; and high school as a co-teacher of a remedial reading class with a special education teacher.

As my colleagues have been piloting, I’ve been able to log-in as a student and check out these two programs to compare to my own. A bold move given that my cost per class of 25 students is about $15 per student, whereas the cost per class for each of the two comparative programs is closer to that of a well-equipped Lexus. But, you get what you pay for… right? Well, you do get a lot of bells and whistles.

I’ll begin with the screening and placement assessments for the programs. First I’ll start with the READ 180 program. This article will begin to tackle just one of the two assessments in the Scholastic Reading Inventory (SRI): The Foundational Reading Assessment. The other assessment is the Reading Comprehension Assessment. As a reading specialist, I always gravitate to phonemic awareness, decoding, and encoding materials, so I’ll start there.

My first ah, ha was the lack of a spelling test as part of the screening and placement assessments. The Language!® program has one; my program has one. What gives?

I will say from my own 25+ years of teaching remedial reading that a student’s ability to encode (spell) certainly has helped me properly place students in instructional programs to target their individual needs. I would go as far as saying that a spelling test (Jane Fell Greene’s encoding test, the Qualitative Spelling Inventory developed by Bear, Invernizzi, Templeton, and Johnson (2000), or my own comprehensive Diagnostic Spelling Assessment) provides essential information for program placement.

I did a little digging to see if a spelling assessment was part of the READ 180 companion program for beginning readers: SYSTEM 44. Nope. The Scholastic Phonics Inventory® has letter name recognition, sight word recognition, and nonword decoding, but there is no accompanying spelling test.

I decided to email the assessment author, Dr. Richard K. Wagner, and Rick kindly replied twice to my questions. Not to put words into his mouth, but I seemed to get support for my view that using spelling as a screening assessment makes sense.

Now READ 180 does provide individualized assessment and spelling instruction as part of its program, but not as part of its screening and placement. I will give my take (Spoiler Alert: It’s not the best Yelp review) on this spelling “instruction” in a related article.

But why use screening and placement assessments solely to determine whether students qualify for some form of tiered reading intervention? In other words why waste time giving separate placement and diagnostic assessments? Why give a test that provides nothing to teach to?

My Teaching Reading Strategies program uses 3 of its 13 diagnostic assessments (fluency, phonics, and spelling) to both place and provide comprehensive data to inform instruction. For example, the Diagnostic Spelling Assessment includes 102 assessment items with an accompanying audio file to handle the 23 minute test administration. Each of the 102 spelling pattern test items has a corresponding worksheet to help students master each of their deficit spelling patterns. Students complete spelling sorts, rhymes, word jumbles, and brief book searches. After completing each worksheet, the students self-correct to learn from their own mistakes and complete a short formative assessment.  Now that’s a placement assessment that gives you something to teach.


The Teaching Reading Strategies (Reading Intervention Program) is designed for non-readers or below grade level readers ages eight-adult. Ideal as both Tier II or III pull-out or push-in reading intervention for older struggling readers, special education students with auditory processing disorders, and ESL, ESOL, or ELL students. This full-year (or half-year intensive) program provides explicit and systematic whole-class instruction and assessment-based small group workshops to differentiate instruction. Both new and veteran reading teachers will appreciate the four training videos, minimal prep and correction, and user-friendly resources in this program, written by a teacher for teachers and their students.

The program provides 13 diagnostic reading and spelling assessments (many with audio files). Teachers use assessment-based instruction to target the discrete concepts and skills each student needs to master according to the assessment data. Whole class and small group instruction includes the following: phonemic awareness activities, synthetic phonics blending and syllabication practice, phonics workshops with formative assessments, expository comprehension worksheets, 102 spelling pattern assessments, reading strategies worksheets, 123 multi-level fluency passage videos recorded at three different reading speeds, writing skills worksheets, 644 reading, spelling, and vocabulary game cards (includes print-ready and digital display versions) to play entertaining learning games.

In addition to these resources, the program features the popular Sam and Friends Guided Reading Phonics Books. These 54 decodable books (includes print-ready and digital display versions) have been designed for older readers with teenage cartoon characters and plots. Each 8-page book introduces two sight words and reinforces the sound-spellings practiced in that day’s sound-by-sound spelling blending. Plus, each book has two great guided reading activities: a 30-second word fluency to review previously learned sight words and sound-spelling patterns and 5 higher-level comprehension questions. Additionally, each book includes an easy-to-use running record if you choose to assess. Your students will love these fun, heart-warming, and comical stories about the adventures of Sam and his friends: Tom, Kit, and Deb. Oh, and also that crazy dog, Pug. These take-home books are great for independent homework practice.

Teaching Reading Strategies and Sam and Friends Guided Reading Phonics Books BUNDLE

Teaching Reading Strategies and Sam and Friends Guided Reading Phonics Books

FREE DOWNLOADS TO ASSESS THE QUALITY OF PENNINGTON PUBLISHING RESOURCES: The SCRIP (Summarize, Connect, Re-think, Interpret, and Predict) Comprehension Strategies includes class posters, five lessons to introduce the strategies, and the SCRIP Comprehension Bookmarks.




Get the SCRIP Comprehension Strategies FREE Resource:

Get the Diagnostic ELA and Reading Assessments FREE Resource:

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