Struggling readers scoring below the 40th percentile on standardized tests, students who need to learn the structure and function of the English language, students who perform two or more years below grade level, students with significant gaps in their literacy foundation, or students who experience serious reading difficulties.
LANGUAGE! The Comprehensive Literacy Curriculum® is a multisensory, targeted intervention with an intensive literacy curriculum. It integrates reading, writing, spelling, vocabulary, grammar, foundational skills, and spoken English. Its parallel curriculum, LANGUAGE! Focus on English Learning® is specifically designed for English learners. The program is available in both a traditional and eBook version.
Each lesson contains the following components: speaking & listening to the English language, phonemic awareness and phonics, word recognition and spelling, vocabulary and morphology, grammar and usage, listening and reading comprehension, speaking and writing. Lessons are planned for 90 minutes, but if less time is available, instruction can be split across days.
In the digital version, access to the program is managed online. Teachers can send notes and assign work to students, evaluate/grade assignments and send immediate feedback to students. Additionally, there are increased opportunities for student self-monitoring. The eBook version contains embedded multimedia links, search capability, pages viewable as thumbnails, and analytics—students can see the time they spend on an assignment in text and the percentage complete. Students are also able to highlight, make notes, and show their work. They can submit assignments and review feedback immediately. Additionally, the teacher can share annotated notes with any number of students and can assign annotated assignments.
Greene, J. F. (1996). LANGUAGE! Effects of an individualized structured language curriculum for middle and high school students. Annals of Dyslexia, 46, 97–121.
Moats, L. C. (2004). Efficacy of a structured, systematic language curriculum for adolescent poor readers. Reading & Writing Quarterly, 20, 145–159. doi:10.1080/10573560490262082
Parker, E. G. (2009). Assessing the impact of the reading intervention LANGUAGE! on state reading proficiency scores for secondary students with disabilities (Doctoral dissertation). Available from ProQuest Dissertations and Theses database. (UMI No. 3368229)
CAUTION: The following summary was prepared by the program developers and may contain bias
Complimentary services (i.e. strategic planning sessions, implementation specialists, email/phone support, webinar series), service training packages (i.e. half day, 1-2 day, 3-9 day, 10-24 day), and ongoing support services (i.e. lesson modeling, curriculum review, data analysis, side-by-side coaching) are available.