The Big Sky Literacy Summit
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It's time to honor and appreciate the wisdom of those who have taught and empowered us to know more and do better.
Dr. Perry is the Principal of the Neurosequential Network and a Professor (Adjunct) at the School of Allied Health, Human Services and Sport, La Trobe University, Melbourne, Victoria Australia.
Over the last thirty years, Dr. Perry has been an active teacher, clinician and researcher in childrenâs mental health and the neurosciences holding a variety of academic positions. His work on the impact of abuse, neglect and trauma on the developing brain has impacted clinical practice, programs and policy across the world. Dr. Perry is the author, with Maia Szalavitz, of The Boy Who Was Raised As A Dog, a bestselling book based on his work with maltreated children and Born For Love: Why Empathy is Essential and Endangered. Dr. Perry's most recent book, What Happened to You? Conversations on Trauma, Resilience, and Healing (2021), coauthored with Oprah Winfrey, has been translated into 26 languages and has been on the New York Times Bestseller list for over 100 weeks after becoming #1 on the list in April of 2021.
Professor Maggie Snowling is Emeritus Professor of Psychology, University of Oxford, and Research Fellow, St. Johnâs College. She is also professionally qualified as a clinical psychologist. She is Fellow of the British Academy, Fellow of the Academy of Medical Sciences and Fellow of the Academy of Social Sciences. She served on Sir Jim Roseâs Expert Advisory Group on provision for Dyslexia (2009), was advisor to the Reception Baseline Assessment (2019) and a panel member for the Department of Educationâs Reading Framework 2 (2023). She served as President of St. Johnâs College, Oxford 2012-2022 and during that time was committed to the promotion of Equality, Diversity and Inclusion across the collegiate university as inaugural Chair of the Conference of Colleges Equality Forum (2018-19) and the Oxford Admissions Committee (2019-2021). She was appointed CBE for services to science and the understanding of dyslexia in 2016.
Charles Hulme is Professor of Psychology and Education in the Department of Education and William Golding Senior Research Fellow at Brasenose College. He has broad research interests in reading,
language, and memory processes and their development and is an expert on randomized controlled trials in education. He has also explored the role of wider language skills (particularly vocabulary knowledge and grammatical skills) and their influences on the development of reading comprehension.
Dr. Hulme's publications include a number of assessment materials including the Phonological Abilities Test (1997), the York Assessment of Reading for Comprehension (YARC, 2009) and Sound Linkage (2014),
as well as several books dealing with various aspects of reading development. He is the former Editor-in-Chief of the journal âScientific Studies of Readingâ (2007-2009) and a former Senior Editor of the Association of Psychological Scienceâs flagship journal, Psychological Science (2012-2019).
Dr. Anita Archer is an educational consultant to state departments and school districts on explicit instruction and literacy. She has presented in all 50 states, all US territories, and many countries, including Australia, New Zealand, and Canada, and has received ten awards honoring her educational contributions. Dr. Archer has served on the faculties of three universities: the University of Washington, the University of Oregon, and San Diego State University. She has co-authored numerous curriculum materials, including Phonics for Reading (Curriculum Associates), a three-level intervention program, REWARDS (Voyager/Sopris), a five-component literacy intervention program, and a best-selling textbook titled Explicit Instruction: Effective and Efficient Teaching (Guilford Press).
Tiffany P. Hogan, PhD, CCC-SLP is a Professor in the Department of Communication Sciences and Disorders at MGH Institute of Health Professions and a Research Associate at Harvard Medical School. Dr. Hogan studies the genetic, neurologic, and behavioral links between oral and written language, with a focus on improving assessment and intervention in schools for neurodiverse children with Developmental Language Disorder and Dyslexia. Her advocacy for children with language, speech, and literacy differences has led her to co-found a DLD informational website: www.dldandme.org, host a podcast (www.seehearspeakpodcast.com), advise on www.readinguniverse.org, organize an annual conference on implementation science, and contribute information for articles in numerous news outlets including the New York Times, the Boston Globe, and EdWeek. Dr. Hogan is passionate about ensuring children receive evidence-based assessment and instruction, creating environments in which neurodiversity is cherished, and listening to and learning from those who work with children in schools and clinics.
Dr. Washington is a Professor in the School of Education at the University of California â Irvine (UCI). She is a Speech-Language Pathologist and is a Fellow of the American Speech Language Hearing Association. Dr. Washington directs the Learning Disabilities Research Innovation Hub funded by the National Institutes of Health, Eunice Kennedy Shriver National Institute on Child Health and Human Development. She is also director of the Dialect, Poverty and Academic Success Lab at UCI. Currently, Dr. Washingtonâs research is focused on the intersection of literacy, language variation, and poverty. In particular, her work focuses on understanding the role of cultural dialect in assessment, identification of reading disabilities in school-aged African American children and on disentangling the relationship between language production and comprehension on development of reading and early language skills for children growing up in poverty.Â
Dr. Catts is Professor of the School of Communication Science and Disorders at Florida State University. His research interests include the early identification and prevention of reading disabilities. He is a past board member of the International Dyslexia Association and past board member and President of the Society for the Scientific Study of Reading. He has received the
Samuel T. Orton Award from the International Dyslexia Association and the Honors of the
Association from the American Speech-Language-Hearing Association for his career
contributions in each of these disciplines. His current research concerns the early identification of reading and language disabilities and the nature and assessment of reading comprehension problems.
Sonia Cabell, Ph.D., is the R. Keith and Patricia Duggins Sigmon Endowed Professor of Reading Education in the School of Teacher Education and core faculty in the Florida Center for Reading Research at Florida State University. Before receiving her Ph.D. at the University of Virginia, she worked as a second grade teacher and literacy coach in Oklahoma and Virginia. Dr. Cabellâs research focuses on early language and literacy instruction, with a particular interest in preventing reading difficulties in young children. She has authored over 70 publications, including peer-reviewed articles, books, and book chapters. Dr. Cabell has served as Principal Investigator or co-Principal Investigator on federally funded research projects totaling approximately $10 million dollars. She has been an advisor or consultant for a variety of organizations and state departments of education in the U.S.
Dr. Ola Ozernov-Palchik is Research Faculty at MITâs McGovern Institute for Brain Research and at Boston University Wheelock College of Education & Human Development. She is a cognitive neuroscientist whose research focuses on the neurocognitive mechanisms underlying language and reading comprehension in both typical development and dyslexia. Dr. Ozernov-Palchik is deeply committed to translational research and advocacy that promote educational equity and improve learning outcomes for all students. She has published extensively in leading scientific journals and has received research funding from both federal agencies and private foundations. Her recent work harnesses the power of AI to develop effective, personalized, and scalable tools for literacy instruction.
Dr. Spencer is a senior scientist and director of the Juniper Gardens Childrenâs Project at University of Kansas and holds faculty appointments in the Departments of Applied Behavioral Sciences, Speech-Language-Hearing Sciences, and Special Education. Drawing from speech-language pathology, applied linguistics, education, and behavior analysis, she concentrates her efforts on the oral academic language that serves as a foundation to the reading and writing of preK to 3rd grade students, with and without disabilities. She maintains a spirited research agenda that has yielded 73 peer review publications, 161 invited presentations, $15M in external funding, and several commercialized curricula, interventions, professional development systems, and assessment tools. Her multi-tiered interventions and assessment tools are used broadly in the United States, but also internationally. Dr. Spencer values researcher-practitioner partnerships, community engagement, and cross disciplinary collaborations to accomplish high impact and innovative applied research.
Dr. Petersen is a Professor and the Maggie & Dick Scarlett Endowed Chair in Speech-Language Pathology at the University of Wyoming. His interdisciplinary research focuses on advancing the validity and reliability of dynamic assessment and structured literacy interventions for school-age children, particularly those at risk for language and reading disorders. With a background spanning speech-language pathology, education, and literacy development, Dr. Petersen is dedicated to improving equitable access to high-quality assessment and instruction for diverse populations. His robust research agenda has resulted in numerous peer-reviewed publications, invited national and international presentations, and the development of widely used assessment tools and interventions. Dr. Petersen values translational science, researcher-practitioner collaboration, and the creation of accessible resources that bridge research to real-world educational settings.
Louisa Moats, Ed.D., has been a teacher, psychologist, researcher, graduate school faculty member, and author of many influential scientific journal articles, books, and policy papers on the topics of reading, spelling, language, and teacher preparation. Dr. Moats is the lead author of LETRS Professional Development and the textbook, Speech to Print: Language Essentials for Teachers. Dr. Moats is also author of LANGUAGE!Live, a blended instructional program for middle and high school students, and co-author of Spellography, a structured language word study program for intermediate poor spellers.
Dr. Moatsâ awards include the prestigious Samuel T. and June L. Orton award from the International Dyslexia Association for outstanding contributions to the field; the Eminent Researcher Award from Learning Disabilities Australia; and the Benita Blachman award from the Reading League.
Antonio A. Fierro is the Vice President of Professional Learning and Academics with the 95 Percent group and co-author of Kid Lips, a phonetics curriculum for young children. For almost 20 years, he was a member of the national LETRS cohort of literacy consultants led by Dr. Louisa Moats. Dr. Fierro has led many initiatives nationwide to improve instruction for English learners and currently sits on the national board of The Reading League and the advisory board of LETRS 3rd edition.Â
Dr. Elsa CaÌrdenas-Hagan is President of the Valley Speech Language and Learning Center in Brownsville, Texas and a Research Associate with the Texas Institute for Measurement, Evaluation and Statistics at the University of Houston.
Elsa has dedicated 25 years working in national research projects sponsored by the National Institute for Child Health and Human Development, the Institute of Education Sciences, a research arm of the United States Department of Education and the Office of Special Education Programs. Her research interests include the development of language and literacy skills among Spanish-and English-speaking students. She has also worked with teams of researchers designing assessments and interventions for this linguistically diverse population of students.
Dr. CaÌrdenas-Hagan serves as the Chairperson of the National Joint Committee on Learning Disabilities and is a Professional Advisory Board Member of the Learning Disabilities Association of America. She is also a Past-Vice- Chairperson of the International Dyslexia Association. Elsa was honored to receive the Margaret Bryd Rawson Lifetime Achievement Award by the International Dyslexia Association, the Luke Waites Award of Service by the Academic Language Therapy Association and the Learning Disabilities Award by the Learning Disabilities Association of America. She currently serves on the New York City Public Schools Literacy Advisory Council and the Literacy Advisory Boards for the states of Utah and Texas.
Her book entitled: Literacy Foundations for English learners: A Comprehensive Guide to Evidence-Based Instruction was published to help educators implement Structured Literacy among English learners.
Claude Goldenberg is the Nomellini & Olivier Professor of Education, emeritus, at Stanford University. He received his A.B. in history from Princeton University and M.A. and Ph.D. from the Graduate School of Education at UCLA. He taught junior high school in San Antonio, TX, first grade in a bilingual elementary school in Los Angeles, and teacher prep at California State University, Long Beach. A native of Argentina, his areas of research and publication centered on promoting academic achievement among language minority students, particularly those from Spanish-speaking backgrounds. Goldenberg is co-author of Promoting Academic Achievement among English Learners: A Guide to the Research, co-editor of Language and Literacy Development in Bilingual Settings, and author of Successful School Change: Creating Settings for Teaching and Learning. He currently works on promoting research, policy, and practices to enhance literacy and academic development among students not yet proficient in English. Subscribe to his free Substack at claudegoldenberg.substack.com.
Dr. Julie A. Van Dyke holds a joint appointment as an Associate Research Professor at the Institute for Brain and Cognitive Sciences, University of Connecticut, the Yale University Child Study Center, and the Yale-UConn-Haskins Global Literacy Hub. Previously, she served as a Research Scientist at Haskins Laboratories for 22 years, where she investigated the interaction of memory, executive function and syntax during reading and language comprehension. She is also the Inventor and Chief Scientist at Cascade Reading, which is a reading technology that uses Natural Language Processing to provide in-the-moment visual scaffolding of syntactic relationships during reading. Dr. Van Dyke is an energetic advocate for translating insights from the science of language comprehension into guidelines for educational and clinical practice. Her advocacy is informed by 5 years as a high school English and History teacher, and by parenting a child with Dyslexia, Developmental Language Disorder, Dyscalculia, ADHD, and Autism.
Dr. Glaser is a consultant, author, and teacher educator beloved for enriching teachersâ knowledge of reading and for her proven instructional methods. Following her teaching career, she directed the educational arm of a non-profit dyslexia learning center, Lee Pesky Learning Center, where she developed programs to teach teachers and students.
She was an original National LETRS trainer, is a policy advisor to the National Council on Teacher Quality, and regularly contributes to the evaluation of university programs that prepare our teachers to teach reading. Dr. Glaser is author and co-author of five books including ParaReading. Her most recent contributions to the field are Next STEPS, 2nd Ed., Morpheme Magic: Lessons to Teach Morphological Awareness, Morphemes for Little Ones: Bringing the Magic of Language to K-3 Classrooms and the online reading course The Reading Teacherâs Top Ten Tools: Instruction that Makes a Difference, now hosted by 95% Group.
Tim Odegard, Ph.D., is a professor of psychology and holds the Katherine Davis Murfree Chair of Excellence in Dyslexic Studies at Middle Tennessee State University. He also leads the efforts of the Tennessee Center for the Study and Treatment of Dyslexia. He serves as Editor-in-Chief of Annals of Dyslexia, as a consulting editor of the Journal of Learning Disabilities, and is a former editor at large for Perspectives on Language and Literacy. In addition to being a research scientist, Tim is a reading therapist, having completed a two-year dyslexia specialist training program at Texas Scottish Rite Hospital for Children in Dallas.
Danielle M. Thompson, PhD CCC-SLP, is an educational consultant, teacher of
educators, a servant leader and, insatiably curious about all things that make peopleâs lives better. She is an agent of positive change working to help teachers and leaders re-think, unlearn, and up-level their knowledge. As a Speech Language Pathologist and teacher, she worked with PreK-12 grade students for over a decade in rural at-risk environments from Alaska to Mississippi in public schools, Head Starts, and private practice. Currently she is the President and Founder of The Transformative Reading Teacher Group, President of The Reading League Montana and the creator of The Big Sky Literacy Summit.Â
Dr. Lucy Hart Paulson, Ed.D., CCC-SLP, is an author and literacy specialist with a mission of bringing research to practice. She is also a speech-language pathologist with many years of experience working with educators and with young children and their families in a wide range of educational settings. In addition, Lucy was an associate professor teaching and conducting research in the areas of language and literacy development and disorders. She provides professional development using a broad-based perspective blending areas of language and literacy together resulting in effective, appropriate, and engaging language-based literacy instruction and intervention for all children. Finally, Lucy is the co-author of the Language Essentials for Teachers of Reading and Spelling (LETRS) for Early Childhood Educators, 2nd Edition; Building Early Literacy and Language Skills, a resource and activity guide for young children; and for Good Talking Words, 2nd Edition, a social communication skills program for young children.
For 27 years, Dr. Terrie Noland has put her energy into leadership and literacy; first as a teacher and administrator and now as a national Literacy Leader. Terrie mentors leaders about the latest research around the science of reading and the leadership characteristics to leave a lasting legacy. Terrie speaks to crowds to hear captivating stories, leadership principles, research, and best practices in literacy, which she always delivers with inspiration. Terrie is a Certified Academic Language Practitioner and has a Ph.D. in Literacy. She is Maxwell Leadership Certified and a member of the President's Advisory Council. She has experience building award-winning communities of educators to lead large in literacy as well as
professional learning experiences that drive high-leverage growth for administrators and educators.
Karen Tzanetopoulos CCC-SLP is both a speech and language pathologist and an expert in math cognition, language, and learning. She is co-author of the book How Children Learn Math: The Science of Math Learning in Research and Practice (Routledge, 2023). Karen is the recipient of three National Science Grants centered around the science of math and language. She specializes in helping children with dyslexia and math difficulty and utilizes her deep understanding of the influence of language on math learning with all her students. She also provides teacher and parent training on how to teach math in a successful and more straightforward way, including at private and public schools and districts. Karen also shares her knowledge at a variety of conferences, including IDA, IDA branches, and ASHA. Karen began her career as an SLP in a neurosurgical hospital which fostered her love for the workings of the brain.
Dr. Leslie Laud supports districts and states nationally with strengthening writing instruction. She has taught in both general and special education, and worked as a principal. She now leads research studies. She holds a doctorate from Columbia University. She has served as co-PI and lead PI on federally-funded large research studies of writing instruction, publishes empirical studies in peer-reviewed journals and presents frequently at national conferences. She currently teaches a grade 2 after-school writing club and is a newly avid gardener.Â
Dr. Tolman draws on more than 25 years of experience in public school systems, including13 years spent designing and implementing an innovative reading clinic and academic support collaborative for academically challenged high school students. Awarded a doctorate in educational psychology, she spearheads many national and international long-term literacy initiatives. Coaching and Consulting in schools is a passion for Dr. Tolman, creating a bridge between research and instructional application. Most recently, Carolâs work in Alabama led to two lowest-performing schools rising to become schools with the top growth rate in the state. She has authored a variety of articles and chapters in IDA Perspectives and the âFundamentals of Literacy Instruction and Assessment.â She is co-author and lead trainer of LETRS, 3rd ed., with Dr. Louisa Moats. Along with Heidi Zollman, Carol is co-president of the Reading League New Hampshire chapter. She cherishes her professional relationships with educators and looks forward to learning with you all during this conference.
As an assistant professor at Marietta College, Michelle Elia helps prepare pre-service teachers to teach reading using evidence-based language and literacy practices. Elia was previously one of two Ohio Literacy Leads, a role that allowed her to train district administrators, teachers, and regional consultants across Ohio in the science of reading.  Elia is a nationally recognized literacy professional development provider, training educators in literacy instruction and assessment within an MTSS framework grounded in reading science. She serves as a school board member of her local district and president of The Reading League Ohio. A lifelong learner, Elia is pursuing her doctorate in Reading Science at Mount St. Joseph University. Michelle is passionate about ensuring all students learn to read using evidence-based literacy practices that are inclusive of all students. When she is not talking about reading, her favorite job is being a mom to three very active children.
Nancy Chapel Eberhardt is an educational consultant with extensive experience as a resource teacher, special education administrator, and professional development provider. She has co-authored several literacy materials, including Sortegories⹠with Sheryl Ferlito, LANGUAGE! The Comprehensive Literacy Curriculum with Jane Fell Greene, and the Literacy How Professional Learning Series with Margie Gillis. She is currently a consultant with the 95 Percent Group and the Reading Universe taxonomy project.  Nancy is a strong advocate for preventing reading underachievement by supporting teachers with professional development and evidence-based resources.
Her âcan doâ spirit led her team to transform a failing Title 1 school into a success story. From singing the announcements to volunteering in the dunk tank, she has found ways to engage students, galvanize teachers and motivate staff to create a team unified to take their school to the next level. Her teaching career reads like an adventure novel from frisking gang members in San Bernardino to moose herding on the snowy playground in Alaska.
Theresa is currently an educational consultant for the Transformative Reading Teacher Group and operates L.E.A.P. (Lead, Empower, Achieve and Perform) Educational Consulting, LLC. Theresa led Anchorage Alaskaâs Creekside Park, the 9th most culturally diverse elementary school in the country, to make AYP 4 of 5 years. 80-85% of the students scored proficient in Reading, Writing and Mathematics. Demographic groups all scored consistently high in achievement regardless of economic status, gender or ethnicity.
In recent years, Theresa has coached and consulted with school districts throughout Montana. Under her tutelage, schools have made dramatic change and achieved significantly higher on their benchmark assessments, as well as the Smarter Balance Assessment.
Laura Stewart is an educator and organizational leader. She has served as a classroom teacher, building and district administrator, adjunct professor, and director of numerous professional development initiatives around the country. Before joining 95 Percent Group, Laura was the Chief Innovation Officer with The Reading League and the Chief Academic Officer for Professional Development at Highlights for Children.Â
 Laura presents widely and has written for numerous organizations and publications. She wrote The Courage to Lead and co-authored The Everything Guide to Informational Text K-2; Best Texts, Best Practices. She is a contributing author to Climbing the Ladder of Reading and Writing: Meeting the Needs of ALL Learners.  Laura hosted the podcast âTeaching, Reading, and Learning: The TRL Podcast.â She serves on several advisory boards and was formerly a certified LETRS facilitator.
Lauraâs position as the Chief Academic Officer at 95 Percent Group suits her perfectly, as her passion is empowering educators to positively impact ALL students and ultimately change the course of literacy achievement in this country.
Amy Siracusano, MS Ed., worked in public education for 25 years before becoming a national literacy consultant. Her career has included many positions: classroom teacher, learning specialist, Title I teacher, vice principal, literacy specialist for the board of education, and an adjunct professor.  She has presented nationally on various literacy topics including assessment, dyslexia, reading, and writing. Amy is a member of Decoding Dyslexia Maryland, on the board of directors for The Reading League National, an Acadience Training Specialist, and an adjunct professor for the Advanced Reading Science program at Brooklyn College. She is determined to support national efforts in making sure teachers are equipped with deep knowledge of language systems and teaching approaches to ensure all students leave second grade with proficient reading and writing skills. Amy lives in Southern Maryland with her husband Joe and their two daughters: Lucia (17) and Isabella (15).
Elizabeth Doherty, CCC-SLP, A/OGA, is a speech-language pathologist, literacy specialist, and national presenter. After over a decade in New York City Public Schools, Elizabeth established a private practice specializing in supporting students with co-occurring dyslexia and Developmental Language Disorder (DLD). As the creator of The Reading SLP, Elizabeth has developed a course series and membership community that empowers speech pathologists to integrate literacy support into their therapy sessions by leveraging their language expertise. Currently serving as an adjunct lecturer and pursuing her doctorate at the City University of New York, her research focuses on the critical intersection between language delay and reading disability. Elizabeth resides in New York City with her husband and two daughters.
Dr. Brown is an adjunct professor at the University of Iowa (Dept of Communication Sciences & Disorders) and is a Co-Founder and Chief Academic Officer of Foundations in Learning.
Over the past 30 years, Dr. Brown has focused on optimizing student learning and facilitating access to literacy. She has devoted her career to developing tools and testing solutions that optimize language, learning and literacy development for all students. The National Institutes of Health, the US Department of Education, the National Science Foundation, and the State of Iowa have supported the work.
Brown has co-founded three companies with husband, Dr. Jerry Zimmermann (Breakthrough to Literacy, the Iowa Language and Literacy Institute, and Foundations in Learning), each organized to advance current science and create solutions to help all children learn to read. Â
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Linda and her business partner, Michael Hunter, are the founding partners at Readsters. Since 2000, Linda has the career of her dreams, which is helping children, adolescents, and adults learn to read. She is the teacher in the Reading Rockets series Looking at Reading Interventions.
Besides working directly with children, Lindaâs favorite work is modeling in the classroom and helping teachers understand how to use data. She has worked in schools all over the country helping to implement instruction that ensures all students learn to read.
Linda has written assessments and curriculum that are widely used. In the last few years, she has worked in Senegal and Niger helping write curricula and assessments for children who are learning to read in seven languages she doesnât even speak!
Linda presents at conferences nationally and internationally about effective instruction for beginning and struggling readers.
Michael Hunter, M.Ed., is a founding partner of Readsters, a small company dedicated to supporting and developing excellent reading instruction, so all students learn to read. Michael found his passion for teaching struggling readers as a volunteer teaching adult nonreaders. He is now dedicated to helping teachers teach every student to read. Michael has co-authored instructional materials with his business partner, Linda Farrell, including Phonics Plug-In ONE & TWO, Practice Packets for Fixing Common Confusions, and Teaching Vowel Sounds. Michael delivers professional development and advises schools nationally. Some of his favorite work with schools includes coaching and modeling in the classroom. This work with students and teachers keeps Michaelâs skills fresh. This work also continues to inform the creation of additional instructional materials for beginning and struggling readers of all ages. Michaelâs work at Readsters has even taken him to Africa to consult on early reading instruction in tribal languages.
Margaret Goldberg is currently a literacy coach at Nystrom Elementary, in California. She held a variety of roles before that including district Early Literacy Lead, site-based literacy coach, reading interventionist, and classroom teacher. In every role, she's worked to help schools and districts align instruction with reading research.Â
Margaret is the co-founder of The Right to Read Project, a group of teachers, researchers, and activists committed to the pursuit of equity through literacy.Â
Her writing is published on The Right to Read Project blog (https://righttoreadproject.com) and on Reading Rockets (https://www.readingrockets.org/blogs/right-to-read).
Paul Black, ED.S., NCSP earned his undergraduate degree from the University of Utah and holds advanced degrees in Human Exceptionality and School Psychology from Idaho State University. With over 20 years of experience as a Nationally Certified School Psychologist, Paul currently serves as the lead school psychologist at the Neurobehavioral Center for Growth, providing comprehensive psycho-educational services and mentoring school psychologists across multiple districts.Â
Paul's expertise encompasses educational psychology, literacy, and evidence-based interventions. He has recently contributed articles to District Administration and eSchool News and regularly conducts trainings and workshops nationwide.
Paul graduated with his doctorate in School Psychology from Loyola University Chicago in May of 2025. His doctoral research focused on better understanding the emotional impact of learning disabilities, emphasizing culturally responsive practices, equitable assessments, and mental health awareness in educational settings.
Outside of professional life, Paul enjoys exploring the outdoors with his family through hiking, camping, and skiing. When seeking a moment of clarity and peace, he can often be found carving the beautiful canyons of Utah on his motorcycle.Â
Craig Buscher, Ed.D. earned his doctorate at the University of Montana in 2014 following a 12-year career as an elementary teacher, special education teacher, and reading interventionist. Craig provides literacy trainings for school districts across the country in the LETRS professional development program and consults, coaches, and trains teachers in reading and writing instruction and assessment, evidence-based practices, MTSS, and special education. Central in this work is alignment of instructional and assessment practices to the science of reading. Over the last 13 years, he has taught literacy and special education courses as an adjunct professor at the University of Montana. Craig resides in Pray, MT with his wife Sue and their yellow Labrador Lizzie.
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Nickie Dubbs Nelson is a first-grade teacher with over 20 years of experience in literacy education. She holds an M.S. in Curriculum and Instruction and is pursuing an Ed.S. in Reading and Language Acquisition from Bay Pay University. Nickie has served as a Kâ5 classroom teacher, ELST coordinator, and peer coach, with a longstanding focus on supporting struggling readers through evidence-based instruction. As a contributor to ReadingUniverse.org, she authored an intelligent sequence of decodable texts to support systematic reading instruction. In 2023, she piloted an oral language curriculum developed by OxEd, resulting in significant gains in student outcomes. Nickie now shares her experiences to help educators implement effective literacy practices. She brings a practical, research-informed perspective to her work and is passionate about sharing the challenges and triumphs of classroom instruction to improve literacy outcomes for all students.
Altheria Caldera, Ph.D., is the CEO and chief educational consultant at Caldera & Associates Educational Consulting and an adjunct lecturer at American University in Washington, D.C. A veteran educator with over 20 years of classroom teaching experience on multiple levels, she enjoys the synchronicity of teaching and learning. She is a writer, activist, and community volunteer whose joy peaks when surrounded by children. Her work is motivated by care and compassion for humanity and hopes for a just society. Since 2022, she has served as The Reading Leagueâs Diversity, Equity, Inclusion, and Belonging (DEIB) consultant. Dr. Calderaâs upcoming book traces the evolution of DEI, illuminates current attacks, and suggests ways to resist the opposition to DEI. Her work is deeply informed by Black feminist theory, with intersectionality being the central theoretical lens through which she has developed knowledge about oppression and justice.Â
Dr. Caldera earned a Ph.D. in Curriculum Studies and a graduate certificate in Women and Gender Studies at Texas Christian University (TCU) and has published nearly two dozen peer-reviewed articles and book chapters.
Andrea Setmeyer is a nationally certified school psychologist in Indianapolis, Indiana, with more than a decade of experience in public schools. She is honored to serve as the national chapter director for The Reading League, supporting a growing network of vibrant chapter leaders throughout the country. With a heart for early childhood and the prevention of reading failure, Andrea is passionate about ensuring that every teacher is equipped with evidence on effective reading and writing instruction.
Joan Kelly is a former classroom and reading teacher. Joan spent over 10 years in the Language Diversity & Literacy Development Research Group at Harvard Graduate School of Education (HGSE). She received her B.A. from Harvard College and her Ed.M. from HGSE. She has worked to help schools embed academic language and content knowledge in classroom instruction and create rigorous settings. Joan left HGSE to design a low-cost, scalable, family/school partnership tool around reading development (Abound Parenting, PBC). Joan has 2 reasons for believing that reading-focused family engagement should be a given: children need more rich language experiences beyond the school day to read successfully and busy families need to understand reading-skill growth enough to collaborate with teachers and prioritize rich talk at home. Joanâs HGSE decade included articles published in the following journals: American Educational Research Journal, The Reading Teacher, Reading Research Quarterly, Principal Leadership.
 Joan is a mother of three adult children and lives with her husband in Needham, MA.
MaryKate DeSantis is the founder of Left Side Strong LLC. MaryKateâs experiences working in a large urban district as a special educator, reading specialist, and district wide literacy coach has shaped her passion for translational research in ensuring all children receive evidence-based
instruction. As a clinical researcher specializing in literacy and language, MaryKate has worked as a full-time faculty at MGH Institute of Health Professions in the Speech Language (SAiL) Literacy Lab and at Harvard University in the READS focusing on improving literacy outcomes at scale. MaryKate is also a clinician in the Neurology Department at Boston Childrenâs Hospital and Adjunct at Boston College Graduate School of Education. Left Side Strong aims to partner with communities and educators to ensure the reciprocal nature of research practice partnerships and that every child receives evidence-based instruction
Justin Browning is a national literacy consultant specializing in systems change and implementation at the district, school, and classroom level. He has been in the education field for the last 15 years. During that time, he served in a variety of roles: elementary teacher, middle grades math teacher, turn-around school instructional coach, and field implementation coordinator. He holds a Bachelorâs of Science in Elementary Education from The University of Mississippi and a Masters in Educational Leadership from Kennesaw State University.  Currently, he is the founder and lead consultant with SoR for More, an organization that partners with leaders and educators to design, align, and refine systems and structures to improve reading instruction for all students. Although Justin is no longer a classroom teacher- he can often be found modeling evidence-based practices and coaching teachers and leaders in classrooms around the country! He is passionate about building teacher and leader capacity and moving knowledge into action through thoughtful implementation. His greatest joy is investing in educators and watching their students' SoR for More!Â
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Brittany Brewer is a seasoned educator with over 26 years of experience in both public and private school settings, specializing in general and special education. She holds a Masterâs degree in Education and is a Certified Academic Language Therapist (CALT) and Licensed Dyslexia Therapist (LDT).
Brittany has served as an Itinerant Special Education Intensive Interventionist and structured literacy trainer for Harrison County Schools, where she supported teachers and students with evidence-based literacy practices. She currently serves as a Dyslexia Therapist and Literacy Strategist at Coast Episcopal School, where she leads targeted literacy initiatives, training, provides individualized dyslexia therapy and targeted intervention in the classrooms.
In addition to her school-based work, Brittany is passionate about serving her broader community, offering dyslexia therapy to children and families seeking support. As a certified member of the John Maxwell Team, she integrates leadership development into her educational practice, helping to inspire confidence, resilience, and growth in both students and educators.
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Shelby Damaskos is a dedicated speech-language pathologist based in Montana, specializing in early childhood and school-based settings. She is licensed by the Montana Board of Speech-Language Pathologists and Audiologists and holds the Certificate of Clinical Competence (CCC) from the American Speech-Language-Hearing Association (ASHA). Shelby also serves as a board member for the Montana Speech-Language and Hearing Association (MSHA). With a deep passion for supporting young childrenâs communication, Shelby collaborates closely with educators, families, and caregivers to foster speech, language, and social development within everyday routines. Her work is especially focused in public schools and Head Start programs, where she helps create meaningful, engaging learning experiences that support childrenâs foundational communication skills. Through her ongoing commitment to early intervention and inclusive education, Shelby strives to build environments where every child has the opportunity to grow, connect, and thrive.
For over 30 years, Jeanne Schopf, M.Ed., NBCT, C-SLDI, has been a passionate advocate for literacy and education. As a K-12 teacher, Literacy Coach, Reading Specialist, and Certified Dyslexia Interventionist, she has transformed learning experiences for students and educators. Jeanne is a dynamic leader in state and national literacy efforts, known for her expertise in literacy instruction, leadership, and systemic change.
A Certified John Maxwell speaker, trainer, and coach, Jeanne is dedicated to empowering educators and school leaders by recognizing their potential, fostering meaningful connections, and driving lasting transformation. As a dynamic professional development provider, she delivers research-based training grounded in Multi-Tiered Systems of Support (MTSS) and the Science of Reading, equipping educators with actionable strategies to enhance literacy instruction and intervention.
Jeanneâs mission is to help educators and administrators establish Pathways Towards Literacy, ensuring all students can access high-quality reading instruction. She serves as an Independent Contractor for Pathways Towards Literacy, CORE Learning, Transformative Reading Teacher Group, and 95 Percent Group, where she continues to inspire, coach, and lead the way in literacy education.
Dr. Ana Dodson, MA, PsyD, is a psychologist specializing in trauma-informed care and social-emotional learning (SEL). She is certified in EMDR therapy for adults and children and in the Neurosequential Model of Education developed by Dr. Bruce Perry. With a background as a school psychologist, teacher, and reading specialist, Ana focuses on translating research to practice transferring SEL into practical but meaningful activities for the classroom. She created the Summer Mental Health Academy for Teachers and currently consults with schools and organizations on implementing trauma-informed practices.
Judi is a Consultant for Learning and Development for the 95 Percent Group. In addition, she is a former national LETRS trainer, a national literacy consultant, teaches classes and speaks on topics related to the role of oral language in learning to read, instructional choices that can change and develop the reading brain, the role of language to reinforce foundational skill development, in addition to the impact of trauma on learning and the role of literacy to help heal. Before beginning her literacy consulting work, she worked for 20 years as a special educator in Colorado. Judi is the author of 50 Nifty Activities for Reading Instruction and 50 Nifty Activities for Speaking and Listening: for Oral Language and Comprehension. Judiâs second area of passion is global education for young women. She is the president of Peruvian Hearts, a non-profit organization dedicated to the education, mentorship, and development of leadership for young women in Peru. Judi believes that literacy is a social justice issue, and this adds passion to her work with teachers and students.
Dr. Claudia Ladd, Ed.D., NBCT, is a nationally respected educator and literacy leader with over two decades of experience across a wide range of educational contexts. Her work spans urban, suburban, rural, private, homeschool, and charter school settingsâboth across the United States and internationally. This broad background has given her a deep understanding of the varied challenges and opportunities within todayâs education systems and has fueled her unwavering commitment to instructional excellence and literacy equity.
Dr. Ladd currently serves as the Comprehensive Literacy State Development (CLSD) Program Manager at the Wyoming Department of Education, where she leads literacy improvement efforts anchored in the science of reading. In this role, she oversees the implementation of high-quality instructional materials and practices, provides leadership development and professional learning for educators, and fosters cross-sector partnerships that support sustainable, system-wide change. Her leadership is grounded in research and implementation science, ensuring that educators are equipped with the tools and support necessary to improve literacy outcomes for all students.
She has previously contributed to statewide literacy strategy and policy as a member of state literacy teams at the Colorado and Wyoming Departments of Education. Dr. Ladd holds a Doctorate in Education and is a National Board-Certified Teacher. She also completed a Postdoctoral Certificate in School Management and Leadership from the Harvard Graduate School of Education.
Dr. Erin Pzinski is the K-12 Literacy Facilitator for Weston County School District #1 in Newcastle, Wyoming, and an adjunct professor at Marian University. She also works as a National LETRS Facilitator, supporting educators nationwide. A May 2024 graduate of the Reading Science Doctoral program at Mount St. Joseph University, Dr. Pzinskiâs path was shaped by an early experience in LETRS training, where she recognized gaps in her own knowledge that impacted her ability to teach struggling readers. Motivated by this insight, she has since focused on bridging the gap between research and practice, equipping fellow educators with knowledge to support literacy development for all students.
Lindsay Kemeny, MS, is an elementary school teacher, speaker, author, and podcast co-host with a passion for literacy and applying research to practice. After her son was diagnosed with dyslexia and depression, she began her deep dive into effective literacy instruction for all children. She is the author of the books, 7 Mighty Moves: Research-Backed, Classroom-Tested Strategies to Ensure K-3 Reading Success, 7 Mighty Moves Reading Resources and Rock Your Literacy Block. She loves being in the classroom every day, teaching kids to read and write.
As an Associate Professor of Education, Dr. Sally Brown is on a mission to help both future and current teachers turn research into practice. Dr. Brown earned her MEd in Special Education from the University of Virginia and her PhD from Utah State University. When sheâs not in the classroom, sheâs engaged in research on teacher knowledge, evidence-based literacy instruction, and interventions to improve outcomes for all students. Dr. Brown has been a key player on the state level contributing to the Idaho Comprehensive Literacy Plan and dyslexia handbook, dyslexia legislation, and literacy standards for educators. Additionally, Dr. Brown serves as co-chair for Idahoâs Higher Education Literacy Partnership (IHELP). To sum up her passion, Dr. Brownâs mantra is the followingâŠThe greatest act we can do to improve equity in the world is to teach every child to read. And she will continue to work tirelessly towards this goal.Â
Maya Valencia Goodall is a visionary education entrepreneur with over two decades of experience at the intersection of bilingual literacy, language acquisition, and educational technology. As co-creator of OL&LA (Online Language & Literacy Academy) at CORE Learning, she champions spoken language as the foundation of effective literacy instruction.
As Structured Literacy gained traction, Maya saw gaps in its implementationâespecially for Multilingual Learners, English variety speakers, and students with dyslexia. She has worked to ensure Structured Literacy is applied in ways that honor how language develops in diverse classrooms.
Her expertise spans educational theory, LX design, and classroom practice, all grounded in honoring students' language backgrounds.
Before CORE, Maya co-founded Lingual Learning, a curriculum company acquired by Rosetta Stone/Lexia Learning, where she co-developed the award-winning Lexia English. The program uses speech recognition and culturally relevant avatars to immerse students in English through conversation.
Maya holds two masterâs degreesâone in Education and one in Applied Linguisticsâand draws personal inspiration from travel, fashion, and time with family.
Kristen Wynnâs service in the field of education spans over 19 years, marked by a steadfast commitment to ensuring equitable access for all students to effective literacy instruction, highly qualified teachers, and high-quality instructional materials. Stepping into her role as Head of the AIM Institute for Learning and Research in July 2024, Ms. Wynn now leads bold initiatives to advance and improve literacy achievement through research partnerships, effective implementation, and transformative professional learning. Her leadership builds on a distinguished career devoted to improving student outcomes and empowering educators.
Ms. Wynnâs classroom experience includes teaching 1st and 2nd grade and serving as a Kindergarten through 5th grade Intervention Specialist. She has also spent several years mentoring new teachers. At the Mississippi Department of Education (MDE), she served as a literacy coach, Regional Literacy Coordinator, Assistant State Literacy Coordinator, and as the State Literacy Director from October 2019 through July 2024. In these roles, she spearheaded efforts to improve literacy outcomes in schools and districts across Mississippi, co-creating several professional development trainings and developing key initiatives such as Mississippiâs Emerging Science of Reading School Recognition Program and Mississippiâs Literacy Leadership Network (MSLL).
During her tenure, Mississippi achieved historic gains in literacy, culminating in the stateâs recognition as one of the top-performing states in the nation for 4th grade reading on the 2024 and 2022 National Assessment of Educational Progress (NAEP). Ms. Wynn has also been an active member of several influential committees and task forces, including the Mississippi Reading Licensure Task Force, the Mississippi Reading Panel, the Higher Ed Literacy Council (HELC), the Governorâs Task Force for Teacher Preparation in Early Literacy Instruction, and the advisory board for the Mississippi Campaign for Grade-Level Reading.
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Jessica Hamman, MA, is the founder and CEO of Glean Education, an organization that partners with school districts and states to build teacher knowledge around the Science of Reading, Structured Literacy instruction, RTI/MTSS systems implementation, and school improvement. Jessica has worked in education for over 20 years and considers it her life's work to bridge the gap between educational research and practice in the area of literacy instruction.Â
Alison Teegarden, a 20-year education veteran, currently evaluates Trauma Informed School Service projects in Northern KY through NKCES. She leverages her diverse experienceâfrom elementary teacher to Director of Academicsâto connect with educators as a thinking partner in instructional coaching and professional learning. With endorsements in Instructional Leadership and Reading Recovery, she credits PEBCâs Thinking Strategies Institute for her educational evolution and growth. Alison's global perspective, shaped by teaching experiences from Japan to Maine, fuels her passion to serve by mentoring new educators. A dedicated emotional education advocate, she champions trauma-sensitive environments, prioritizing student safety and individuality.
Natasha Smith, NBCT, is a dedicated Learning Acceleration Specialist at NKCES in Cold Spring, Kentucky, bringing over 22 years of teaching experience to her role. Her passion lies in cultivating essential reading and writing skills in students. Having empowered countless students to find their voice and build confidence through reading and writing as a Literacy and Writing Lead, Natasha earned her National Board Certification in Early Adolescent English Language Arts as a testament to her commitment. Now, she channels her expertise to inspire and equip districts, administrators, and educators, fostering a collaborative journey to Connect, Grow, and Serve the students of Kentucky.
Genevieve Thomas is a national educational consultant specializing in special education policies and best practices for students with disabilities, multi-tiered systems of support, and early literacy. Genevieve has served as a special education teacher, a literacy specialist, a new teacher coach, a school psychologist, and an administrator. She holds a B.A. in Spanish Language and Literature from the University of Washington, and graduate degrees in Special Education and School Psychology from Loyola Marymount University. Genevieve has experience designing and delivering professional development content at the local, state, and national levels. She has extensive teacher coaching experience, and has led district-wide implementation efforts on multiple initiatives. She currently lives in Whitefish, MT, and when sheâs not supporting schools and educators, you will likely find her on her bike or skis.
Katie Keown is a Literary Director at Student Achievement Partners, a nonprofit focused on improving student outcomes by ensuring all children receive equitable and essential instruction. Her work focuses on the organizationâs secondary literacy initiatives. Prior to her time at SAP, she worked on the assessment team at HMH-Riverside and taught middle and high school students in Illinois and Mississippi. Katie is currently in the Reading Science doctoral program at Mount St. Joseph University, where her research interests include adolescent literacy and teacher preparation. She holds a Masterâs in Reading Science from the Mount and a Bachelorâs in English from the University of Illinois.Â
Jamie Thomas, a passionate advocate for childhood joy and literacy, draws from over 30 years of experience in early childhood and elementary education. A survivor of childhood trauma, she is committed to creating engaging, empowering learning experiences for children. Jamie has served in diverse roles including classroom teacher, administrator, literacy coach, and statewide leader. Sheâs worked with the Georgia Department of Education and the Governorâs Office of Student Achievement, helping shape literacy programs and educator preparation. With degrees in Early Childhood Education and Educational Leadership, and endorsements in Reading and Dyslexia, Jamie is known for her innovative strategies to boost literacy and support families and educators. Her work extends internationally, having taught English in Honduras and the U.S. Jamie lives on a farm in Adrian, Georgia with her fiancĂ©, is a proud mother and grandmother, and is on a personal journey toward authenticity, guided by self-awareness, compassion, and creativity.
Carla is the Director of Instructional Design at Reading Universe.org, where she turns the latest research on reading and writing into practical tools teachers can use every day. With over 25 years of experience as an educator, Carla, like many teachers, realized that she wasnât taught how to actually teach a child to read. Once she gained that crucial knowledge and applied it in the classroom, it transformed her teaching. To share what she learned, she co-founded Reading is Essential for All People (REAP), which has trained over 1,900 educators. Now at Reading Universe, Carla is committed to helping teachers understand not just what to teach, but why it matters and how to do it wellâdrawing from her own journey of learning and practice. This mission is deeply personal to herâand always will be.
Darren Schlepp, Professional Development Implementation Specialist at Keys to Literacy, brings a wealth of experience to the field of literacy. With 29 years dedicated to education in Montana, including 22 as a school administrator in both Bozeman and Kalispell Public Schools, Darren has a deep understanding of the educational landscape. For the past several years, he has focused on fostering collaborative partnerships with schools and districts across the country. His work centers on the effective integration of evidence-based literacy practices at all grade levels and within all content areas. Darren is passionate about his role in supporting educators, equipping them with practical strategies and valuable tools to leverage literacy instruction for all students they work with daily, ultimately enhancing student success.
Ashley Nagel serves as the dedicated principal of Webster Elementary in Webster, Wisconsin for the past 6 years. With a masterâs degree in Elementary Education, emphasizing family involvement, as well as an Educational Specialist Degree in Administrative Leadership, Ashley is a passionate advocate for literacy and leadership in education. She holds multiple licensures including Regular Education, Special Education, Principal, Curriculum & Instruction, and District Administrator.
Before stepping into her leadership role, Ashley spent 15 impactful years in education, teaching both 3rd and 5th grade general education, special education, and working in residential treatment settings with students requiring intensive support. She also provided academic tutoring to high school students in English and math, deepening her understanding of diverse learning needs and developmental stages. Her belief that literacy is the key to unlocking every studentâs potentialâregardless of backgroundâhas shaped her vision for Webster Elementary. She focuses on strong Tier One instructional practices, ensuring early skill gaps are identified and addressed through foundational literacy work.
Outside of school, Ashley is a proud mom to three teenage boys and shares life with her husband, Kirk. The family is completed by a lovable big black lab who has captured her heart. In her free time, Ashley enjoys reading, restoring old trucks, boating, hiking, and travelingâactivities that reflect her adventurous and hands-on spirit.
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Jamie Allardice has served as principal at Nystrom Elementary since 2015. In his years at Nystrom, Jamie has worked hard to improve school culture (for both students and adults), build structures for teacher collaboration, and to center data in decision-making.Â
Literacy instruction has been the top priority of Nystrom staff for the past four years, and Jamie has led the construction and implementation of a vision for literacy. He and his literacy coach, Margaret, co-constructed a school-wide Walk to Read model of reading instruction that has dramatically improved student outcomes.
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Frannie is a speech-language pathologist practicing in Indianapolis, IN. She is a member of the American Speech Language Hearing Association and The Reading League Indiana. Frannie currently serves as the Speech and Language Coordinator for MSD Decatur Township. She has experience providing speech and language services in early intervention and early childhood public school settings. Frannie is passionate about supporting oral language development in early childhood for populations at higher risk for developing literacy disabilities.Â