Empowering Educators to Enhance Literacy Learning for all PA Students

The Pennsylvania Department of Education (PDE) passed Pennsylvania House Bill 1642, which has changes to Chapter 49 regulations for teacher training. Educators who hold instructional certificates—including early childhood educators, elementary and middle school teachers, reading specialists, special education teachers, and English Language Learner teachers—need training in Structured Literacy practices starting October 2023.

Lexia® has two professional learning solutions that meet the new Structured Literacy Chapter 49 requirements: Lexia® LETRS® Suite and Lexia® ASPIRE™. School district leaders and Intermediate Units (IUs) can choose a program rooted in the science of reading. 

Learn More About Literacy Development and Acceleration for PA

Structured Literacy Professional Learning Solutions

For Educators in Grades K-3

Lexia LETRS (Language Essentials for Teachers of Reading and Spelling) Suite is comprehensive professional learning designed to provide educators with the background, depth of knowledge, and tools to teach language and literacy skills to K–3 students. LETRS puts more than two decades of science of reading research into practice with explicit and systematic instruction. Understanding how students learn to read opens the door to the “why?” and “how?” behind effective reading instruction to inform “what” to teach.

“I am committed to teaching information about language and literacy that makes a difference—a difference in teachers’ self confidence and a difference in student results.”
—Dr. Louisa Moats, co-author of LETRS

“This approach truly makes a difference in people’s lives—for the kids we teach, for teachers, and for our communities.” 
—Dr. Carol Tolman, co-author of LETRS

For Educators in Grades 4-8

Lexia Aspire Professional Learning is a flexible, self-paced, digital solution that empowers all educators to accelerate literacy skills among students in upper-elementary and middle school grades. Educators can implement evidence-based instruction in the classroom while their learners are transitioning from “learning to read” to “reading to learn.”