Keeping Teachers at the Heart of the Classroom

Technology-based tools for the classroom, including adaptive literacy programs, are designed to extend teachers’ ability to personalize learning and meet individual students’ needs. With adaptive learning technology (ALT) that auto-adjusts content, students can receive targeted, engaging instruction while working independently.  While these programs offer several pedagogical benefits to support teachers’ instruction, potential pitfalls may emerge if technology drives instruction and classroom management rather than the teacher. 

For example, some adaptive programs may generate an overwhelming volume of data from student assessments. This can either require teachers to spend more time synthesizing the information or lead to a disconnect from their instruction, as the program drives instructional decisions ahead of them. According to Scalise et al. (2007), data from any assessment program must be interpretable by teachers and students, with teachers being given the tools to use the system efficiently and to explain the resulting data effectively. 

Learning A-Z^® solutions intentionally avoid using adaptive technology to ensure teachers maintain their primary role as classroom managers and learning facilitators. Our mission is to keep teachers at the heart of instruction—never to relegate them to a secondary role behind technology. We value their experience, and we know they are the ones who understand their students best. 

To support teachers, we create easy-to-use literacy solutions that leverage digital-first technology to extend their ability to differentiate instruction and evaluate individual student needs. This includes generating computer-recommended resources based on students’ progress and actively engaging every student with independent practice. All of these save teachers time and lighten their workload.

Here’s a look at three critical ways our flagship literacy programs, Foundations A-Z^® and Raz-Plus^®, support teachers and keep them at the heart of instruction:

1. Effectively Delivering Science of Reading-Aligned Instruction 
   
   If you haven’t heard about the Science of Reading in your school or district, you probably will soon, as most states in the U.S. have already passed laws or implemented new policies related to this type of evidence-based reading instruction. As teachers are asked to pivot to this explicit, systematic, and cumulative approach, it’s easy to get overwhelmed. 
   
   Raz-Plus and Foundations A-Z are award-winning literacy solutions from Learning A-Z. Raz-Plus has been used in classrooms nationwide for over two decades, while Foundations A-Z was introduced in 2022 and built entirely on the Science of Reading. Both provide teachers with powerful, engaging, educator-friendly reading resources. 
   
   Raz-Plus aligns with every strand of the Reading Rope and the National Reading Panel’s 5 Pillars of Literacy. With thousands of books that include decodable texts, high-interest fiction and nonfiction, and easy-to-use resources, teachers have everything they need to build word recognition and language comprehension, which leads to skilled readers. In addition, Raz-Plus provides opportunities to support knowledge and vocabulary building in different content areas. 
   
   Foundations A-Z also aligns with the National Reading Panel’s 5 Pillars of Literacy. It has a scope and sequence teachers can choose to follow that informs explicit, systematic, and cumulative foundational skills instruction. Versatility is key, so teachers have the flexibility to use Foundations A-Z exclusively or pick and choose the resources that best support a core curriculum to help them reach all of their students. 

2. Providing Opportunities for Differentiated Instruction
   
   Differentiated instruction is the process of tailoring lessons to meet each student’s individual interests, needs, and strengths. Administering assessments, assigning different content, and offering students extra support are ways to differentiate instruction. In addition to the time and effort it takes to get to know each student's unique profile and assess their learning, research shows teachers spend an additional seven hours a week just finding the right materials to differentiate.
   
   With Raz-Plus, teachers can save time by searching for resources by skill or topic to support their students' unique needs. Developmentally appropriate content can be assigned to the whole class, small groups, or individual students. Texts to support knowledge building can be shared directly in the student portal, strengthening the connection between instruction and practice.
   
   Foundations A-Z helps teachers efficiently differentiate instruction with auto-recommended resources to reteach, reinforce, and enrich skills based on assessments. Teachers can also leverage the newly added Phonics Skill Packs—curated videos, practice games, and books organized by individual skills—to target instruction to small groups and individual students. 
   
   Following a grade-appropriate scope and sequence, teachers can differentiate instruction by finding just the right activity, reading passage, or video to support their students. Having everything in one place, vetted by a team of educators and backed by the latest research, saves teachers time and gives them the confidence of knowing they are effectively delivering systematic instruction. 

3. Actively Engaging Every Learner Through Independent Practice
   
   While best practices for reading instruction call for an explicit, systemic approach, it’s important for students to read independently. This gives students the opportunity to apply strategies learned during classroom instruction to self-selected texts, which leads to improved fluency and overall reading proficiency. It can also give teachers time to plan and check in with students. 
   
   Raz-Plus includes a collection of quality, high-interest fiction and nonfiction ebooks, along with comprehension quizzes students complete while advancing their reading skills. The Reading Room in Raz-Plus is a library of resources for students where they can read independently. They can quickly find relevant, exciting content and view popular texts based on other students’ favorites. 
   
   Students become active participants in their own learning and connect with others through reading. Digital tools bring a new level of engagement as students can annotate, highlight, stamp, and even record themselves when listening to or reading a book.
   
   Foundations A-Z has multimodal independent practice opportunities, including instructional videos and games. Answering incorrectly within the interactive games prompts on-the-spot feedback to guide the student, eliminating potential misconceptions and alleviating the need for the teacher to be present throughout the activity. 
   
   The Explore Zone in Foundation A-Z is a self-paced, independent practice area where students are set up to systematically practice their foundational skills following the program’s scope and sequence. Students unlock more challenging activities as they progress and earn incentives along the way. Teachers say the Explore Zone is perfect for learning centers or independent practice.
   
   Finding ways to maximize independent reading time can be challenging. Teachers may have multiple strategies in mind, such as getting students to self-select books that match their reading abilities, allowing them to practice new literacy skills, and exploring their interests. Raz-Plus and Foundations A-Z offer expansive independent practice opportunities that help students develop new skills, while allowing teachers to gain back time to focus on other areas of instruction. 

Try Them For Yourself

Every teacher has unique needs and goals, and with so many digital literacy products available,  it’s difficult to know what will work for you until you’ve tried it in your classroom. One way to experience Raz-Plus and Foundations A-Z firsthand is with a free 14-day trial. Seize this opportunity to make an impact in your classroom and get more time-saving support for your Science of Reading-aligned instruction. Start a free trial today and embark on a journey of educational innovation and growth.

References

Scalise, Kathleen, et al. "Adaptive technology for e‐learning: principles and case studies of an emerging field." Journal of the American Society for Information Science and Technology 58.14 (2007): 2295-2309.

C. M. Evertson, and C. S. Weinstein (Editors) (2006). Handbook of Classroom Management: Research, Practice, and Contemporary Issues (Lawrence Erlbaum Associates).

E. Emmer, and E. J. Sabornie (Editors) (2015). A Handbook for Classroom Management. 2nd ed. (New York, NY: Routledge).