Letter To Educators
Dr. Barbara Swaby

Dear Educators:

Many schools' reading scores remain historically low or show very little progress in spite of:
  • The purchase and use of the latest and most publicized curriculum
  • The purchase and use of the latest and most publicized support materials
  • The most current and vital and frequent staff development opportunities.

Why does this happen?

All curricula are written with a particular population in mind.
Does your student population meet the mandatory requirements of your curriculum?

All curricula require particular and defined prerequisites for effective learning.
Do all your students have the prerequisites demanded by your curriculum?

If you answered "no" to either of these questions, then the only way to achieve maximum growth in reading for the overwhelming majority of your students is to have a teaching staff that can compensate for the inevitable mismatch between your children and your curriculum by modifying the instruction to meet the needs of all children.

Most teachers are unable to do this because they lack a strong and basic understanding of literacy in general and teaching reading in particular.

You may ask, "Why do teachers lack this understanding when they receive so much ongoing staff development?" Well, think about it. You bring consultants to your school. They present very well prepared, current, relevant, research-based, exciting information to your staff on several days throughout the year. Given the fact that the average human being requires approximately seventy repetitions of information before that information is stable in long term memory, how much of that information do you think your teachers retain (or are able to apply) after each presentation?

We Offer a Solution.

Drswaby.com presents you with a more reasonable and productive way to deliver staff development to your teaching staff. The literacy system:
  • Presents twenty-six hours of basic, current, research proven reading strategies for teacher training, provided in meaningful and manageable segments. Topics include: What Is Reading? What is Important in a Reading Program? What is Important in a Reading Lesson? Facilitating Vocabulary Development, Developing Phonemic Awareness, Developing Literal Comprehension and Developing Non- Literal Comprehension.
  • Provides information that is not tied to any one philosophical or curricular position, but is information that every teacher using every instructional approach should know.
  • Makes the information available on demand via the web so that teachers may view the modules at any time for as often as they need to.
  • Provides a web based support system to all users.
  • Provides a Literacy Evaluation Instrument for use by principals or by any teacher evaluator for the assessment and evaluation of teacher literacy instructional practices.
  • Provides principals and evaluators with several suggestions for teachers based on a wide variety of literacy indices.
  • Supports school to home connections by providing multiple hours of literacy training for parents.

Dedicated to Improving Literacy,

Dr. Barbara Swaby