Literacy Curriculum and Training

Literacy Matters Foundation is committed to providing literacy curriculum and training to both parents and teachers. These programs are customized to meet the needs of teachers, as well as parents who are interested in supporting and developing their early readers.

For parents, the curriculum and training will focus on greater engagement in the literacy development of their children outside of the school day. Many parents desire to help their children become better readers but do not have the knowledge or experience to be an active participant their child’s learning. As a result, many parents fail to engage their children at all in the literacy learning process. Literacy Matters Foundation training will provide workshops for parents to train and model how to be effective partners with children in their literacy learning experience. These trainings are designed to be utilized during parent meetings and may be designed to have children participate, if that is desired by the school.

For teachers, the primary focus is on providing practical and targeted professional development to improve teacher effectiveness and ultimately increase student achievement in literacy. All educators, regardless of experience, can benefit from professional development and coaching supports. Teachers receive practical literacy training from experts in the field and will have the opportunity to directly translate that training into classroom practices. All professional development sessions and supports are research-based and specifically designed to improve teaching techniques and increase student competency in literacy.

In both cases, curriculum and training will focus on six key variables with research-based results to impact literacy development:

  • alphabet knowledge (knowledge of the names and sounds associated with printed letters)
  • phonological awareness (the ability to detect, manipulate, or analyze the auditory aspects of spoken language, including the ability to distinguish or segment words, syllables, or phonemes, independent of meaning)
  • rapid automatic naming of letters or digits (the ability to rapidly name a sequence of random letters or digits)
  • rapid automatic naming of objects or colors (the ability to rapidly name a sequence of repeating random sets of pictures of objects or colors)
  • writing or writing name (the ability to write letters in isolation on request or to write one’s own name)
  • phonological memory (the ability to remember spoken information for a short period of time)

Please contact Todd Zoellick at for more information about literacy curriculum and training.