With her expertise in Universal Design for Learning, Reneé Seward is the founder of See Word Reading®. Seward is an Associate Professor of Communication Design in the College of Design, Architecture, Art, and Planning (also known as DAAP) at the University of Cincinnati, one of the most prestigious and highest-ranking design schools in the world. Seward brings both visual communication design and interaction design methods and experience to the development of reading solutions for students.
My teaching style is one of using inspiration, encouragement and truth to help push students to greatness.
PRESS AND REVIEWS Winner of the Cincinnati Innovates Award Excellence in Academics Award from the Ohio Board of Education for 21st Century After School Programs See Word Reading app is powered by a vote of confidence from the Ohio Third Frontier
North Carolina State University Masters of Graphic Design 2005-2007 University of Cincinnati Bachelors of Design, Graphic Design 1997-2002
Renee Seward's story at See Word Reading began when her best friend's son struggled to learn to read. He kept mentioning that it was "the layouts" that made it difficult to read. Alarmed by the staggering statistics that link failure to learn to read by third grade with negative outcomes, Renee sprang into action. She began designing a font, finding technology partners and studying the latest and greatest sensory methods for helping kids learn to read such as the Orton-Gillingham method. She discovered that helping kids learn in new and engaging ways was a place where she could make a difference. Some literacy statistics: Reading proficiency is perhaps the most fundamental building block of education success. Yet, * 1/3 of US children are reading at merely a functional level * The National Assessment of Educational Progress found that 32% of 4th graders and 22% of 8th graders in the US are at or below a basic level of reading skills (National Assessment of Educational Progress, 2013) * 2.6 million children approximately received special education services for specific learning disabilities between 2006 and 2007and most of these students had reading difficulties (Planty, et al., 2009).