The digital age has paved an information super highway across the barriers of all nations. It is thus possible for individuals to acquire knowledge and so strengthen and empower themselves to be able to take charge and responsibility for their own lives and future, by choosing to be accurately equipped (ability to receive and process information)

In ECOLTECH we develop professional - educational solution modules, which train the eyes and faculty of the mind to function collectively in order to master the process of drawing external factual information into an internal perceptive advantage to interpret and argue new information. Building upon this newly acquired understanding, enables the individual to interpret new information whether from textbooks or information materials accurately and faster by constructing correct conclusions and solutions based on this knowledge. 

ECOLTECH view the primary acquiring of subject knowledge - as a dynamic activity in the process of accurate communication between the eyes and the faculty of the mind. This is the acquiring of information, the assessing thereof, and the producing of a basis for the interpretation and analysis of new information. This ability leads to engage students in the study of their subjects in ways that encourage a deeper and richer understanding of how the content they study relates to their environment and practical lives. Expertise in any profession results from the absorbing of knowledge gained from textbooks and research that frames the perspectives about that specific field. A successful student is a student who “acquired extensive knowledge that affects what they notice (see) and how they organize, represent, and interpret information in their environment. Such knowledge later “affects their abilities to remember, reason, and solve problems. Hence, for experts, knowledge is not merely a list of isolated facts but rather knowledge comes to exist within an extremely organized and contextualized formation.

Silent reading fluency is the area of reading that is taught the least. The efficient ability of silent reading is a crucial element for a student’s academic performance. A student must be able to read independently, silently, at the proper speed and with a good comprehension of his or her subject to make efficient progress in their studies.

Are our solutions also supported by outside researchers?

We constantly place our research against other leading reading researchers like:

• Tim Rasinski (recently served a three year term on the Board of Directors of the International Reading Association and from 1992 to 1999 he was co-editor of The Reading Teacher, the world's most widely read journal of literacy education. He currently serves as co-editor of the Journal of Literacy Research. He is also a past-president of the College Reading Association and he has won the A. B. Herr Award from the College Reading Association for his scholarly contributions to literacy education.) Dr. Torgesen (FCRR Director): National Board of Education Sciences (Presidential appointment.) Samuels, Pressley,  Allington and others confirm that an instructional reading system should provide scaffolded silent reading practice, a highly effective means of guiding students toward reading proficiency.

The reading solutions we develop are leading-edge and it is fully supported by other principal researchers internationally.

Above mentioned and numerous other recent studies demonstrate the benefits of the ScSR approach to reading practice to develop proficiency. It provides students with the necessary support; construction, accountability, monitoring and reporting that promote the enhancement of effective silent reading.