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Jennifer Allen
Literacy Specialist, Waterville School District, ME
Jennifer works as a literacy coach and leads professional development programs for teachers. She has presented her work to regional and national audiences, including the National Council of Teachers of English and International Reading Association. Jennifer is a contributing author to Choice Literacy (www.choiceliteracy.com). She is the author of Becoming a Literacy Leader: Supporting Learning and Change (Stenhouse, 2006) and A Sense of Belonging: Sustaining and Retaining New Teachers (Stenhouse, 2009).
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Nancy Anderson
Professor, Department of Reading, Texas Woman’s University and Reading Recovery Trainer
Nancy specializes in the relationship between language and thinking related to professional learning and children’s literacy development. She works extensively with graduate student research and provides professional development for teachers. Her most recent publication, Linking Assessment to Reading Comprehension Instruction: A Framework for Actively Engaging Literacy Learners K-8 (Prentice Hall, 2008), is based on her clinical work with novice teachers. Her professional passion is working with children at risk of literacy failure, and she can often be found in schools teaching children and coaching teachers.
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Ann Ballantyne
Reading Recovery Trainer, New York University
Ann is an experienced Reading Recovery practitioner who has trained as a teacher, teacher leader, and trainer in her home country of New Zealand. Ann spent a year as a teacher leader in Maine in 1994-5 and over the past 10 years has worked at university training sites in the United States, Canada, United Kingdom, and New Zealand. She is the director of the Reading Recovery Project at New York University.
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Connie Briggs
Reading Recovery Trainer and Professor, Department of Reading, Texas Woman's University
Connie has 13 years of public school experience and more than twice the number of years teaching in higher education. She continues to teach children so that she may keep current and inform her teaching of undergraduate and graduate students in the reading education courses she instructs. Connie is past president of the Reading Recovery Council of North America and the North American Trainers Group.
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Kathy Collins
Literacy Consultant and Author, NH
Kathy is the author of Reading for Real: Teach Students to Read with Power, Intention, and Joy in K-3 Classrooms (Stenhouse, 2008) and Growing Readers: Units of Study in the Primary Classroom (Stenhouse, 2004). She is the co-author with Lucy Calkins of Resources for Upper Grade Writing, a part of the Units of Study for Teaching Writing, Grades 3-5 series (Heinemann, 2006). Kathy has worked closely with the Teachers College Reading and Writing Project at Columbia University. She works in schools to support teachers in developing high-quality, effective literacy instruction in the primary grades. She was a first grade teacher in Brooklyn, New York, and she is looking forward to returning to the classroom in the near future.
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Ruth Culham
President, Culham Writing Company, OR
Ruth was English Teacher of the Year in Montana, the highlight of her 19-year teaching career. She is the former Unit Manager of the Assessment Program at Education Northwest in Portland, Oregon. She is the recognized expert in The Traits of Writing and the author of several teaching resources published by Scholastic, including 6 + 1 Traits of Writing: The Complete Guide, Grades 3 and Up (2003); 6 + 1 Traits of Writing: The Complete Guide for the Primary Grades (2008); and Traits of Writing: The Complete Guide for Middle School (2010). Sponsored by Scholastic, Inc.
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Mary Anne Doyle
Trainer and Professor, University of Connecticut
Mary Anne is professor of education and director of the Reading-Language Arts Center at the University of Connecticut. She is director of Connecticut's Reading Recovery Project. Her experience includes positions as an elementary classroom teacher and a reading consultant. Her research interests include early literacy development and reading-writing connections. Her related, co-edited text is Reading/Writing Connections: Learning from Research (International Reading Association, 1992). She has been a co-author of the International Reading Association's "Annual Summary of Investigations Relating to Reading." Mary Anne has served the Reading Recovery Council of North America as President (1999-2000), executive officer (1998-2001) and as chair of the Publications Committee (1994-1999). She is editor of the Journal of Reading Recovery. She chairs the Executive Board of the International Reading Recovery Trainers' Organization.
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Irene C. Fountas
Author and Professor, Lesley University, MA
Irene directs a comprehensive school reform project in the School of Education at Lesley University. She has been a classroom teacher, language arts specialist, and consultant in school districts across the nation and abroad. She has received numerous awards for her contributions to literacy. Irene and co-author Gay Su Pinnell have published several books with Heinemann, including Teaching for Comprehending and Fluency: Thinking, Talking, and Writing about Reading (Grades K–8) (Heinemann, 2006); The Continuum of Literacy Learning, Grades PreK–8, Second Edition: A Guide to Teaching (Heinemann, 2010); and Literacy Beginnings: A Prekindergarten Handbook (Heinemann, 2011)
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Lori Jamison
Educational Consultant, Toronto, Canada
Lori is an educational consultant whose work on best practices in literacy instruction is recognized across North America. She is a former classroom teacher, K-12 literacy consultant, and Reading Assessment specialist. Lori has written five professional books as well as many journal articles, teaching guides, and other materials for teachers. Lori is one of the few classroom practitioners to have served on the International Reading Association (IRA) Board of Directors. She continues to be a passionate advocate for children, teachers, and literacy.
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Eva Konstantellou
Reading Recovery Trainer, Lesley University, MA
Eva is an associate professor and a Reading Recovery Trainer at the Center for Reading Recovery and Literacy Collaborative in the School of Education at Lesley University. Her research interests include language learning, teachers' learning and professional development, and critical pedagogy. She currently serves as Teaching Section editor for the Journal of Reading Recovery.
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Leah Mermelstein
Author and Consultant, Read-Write-Connect, Inc., NY
Leah taught in Massachusetts and in New York City before becoming a staff developer at the Teachers College Reading and Writing Project at Columbia University. While at the Project, Leah mentored teachers, providing the demonstration teaching, coaching, and study groups necessary to help teachers establish joyful and rigorous Reading and Writing Workshops. Now, Leah is an internationally recognized literacy consultant. She is co-author with Lucy Calkins of Launching the Writing Workshop (Heinemann, 2003) and is the author of Reading/Writing Connections in the K–2 Classroom: Find the Clarity and Then Blur the Lines (Allyn & Bacon, 2005), as well as Don't Forget to Share: The Crucial Last Step in the Writing Workshop (Heinemann, 2007).
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Donalyn Miller
Sixth Grade Language Arts and Social Studies Teacher, Trinity Meadows Intermediate School, TX
Donalyn is a sixth grade language arts and social studies teacher at Trinity Meadows Intermediate School in Keller, Texas. Her staff development presentations, articles and book, The Book Whisperer: Awakening the Inner Reader in Every Child (Jossey-Bass, 2009) describe her successful methods for inspiring and motivating students to read. Donalyn currently writes a blog, The Book Whisperer, for the website teachermagazine.org. |
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Lisa Miller
Associate Professor of English, University of New Hampshire
Lisa directs the Journalism Program at the University of New Hampshire, where she teaches news and feature writing, editing, and multimedia journalism. She has worked with elementary school students and elementary and middle school teachers on digital storytelling. She is the author of Make Me a Story: Teaching Writing through Digital Storytelling (Stenhouse, 2010) and Power Journalism: Computer-Assisted Reporting (Wadsworth Publishing, 1997). She is co-editor of The Essential Don Murray: Lessons from America’s Greatest Writing Teacher (Heinemann, 2009).
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Sara Pennypacker
Children's Author, Cape Cod, MA
Sara is the author of many well-known children's books, including the Clementine series (Hyperion Book CH), Sparrow Girl, the Stuart series (Scholastic Paperbacks), and Pierre in Love (Orchard Books).
Jack Pikulski
Professor, University of Delaware
Dr. John J. Pikulski is a professor of education at the University of Delaware. He has been the recipient of many prestigious awards, including the Distinguished Educator Award from the National Association of Title I Directors. He was one of the earliest professors to be recognized by the International Reading Association as an Outstanding Teacher Educator in Reading. Jack has published numerous articles in professional journals and has authored several professional textbooks. He has been an author and senior author of all editions of Houghton Mifflin Reading Programs since the 1980 edition of that program. He also authored Early Success an early intervention program, as well as a major, comprehensive Pre-Kindergarten Program. Most recently he served as a major author of Houghton Mifflin Harcourt's new reading program, Journeys.
Sponsored by Houghton Mifflin Harcourt
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Gay Su Pinnell
Professor Emerita, The Ohio State University
Gay's professional work focuses on literacy education of children and ways to support teachers of reading, writing, and language arts. She has written many articles and has received several prestigious awards for her work. She has co-authored numerous books and articles related to language and literacy teaching with Irene Fountas. Their latest publications are The Continuum of Literacy Learning, Grades PreK–8, Second Edition: A Guide to Teaching (Heinemann, 2010) and Literacy Beginnings: A Prekindergarten Handbook (Heinemann, 2011).
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Kristin Rainville
Assistant Professor and Chair, Department of Literacy, Manhattanville College, NY
Kristin is a full-time faculty member and teaches courses in K-12 literacy at Manhattanville College in Purchase, NY. Kristin serves as a liaison at Jefferson Elementary School, one of Manhattanville’s Professional Development Schools, where she teaches field-based literacy courses, works with student teachers, and provides professional development to the faculty. Kristin works with teachers and literacy coaches throughout the tri-state area. Previously she worked as an Instructor at Teachers College, Columbia University, and as a coordinator for the New Jersey Department of Education’s Office of Early Literacy (which developed the state’s Reading Coach Program). Kristin has presented at state, national and international conferences, primarily on her research with literacy coaches. Kristin co-authored an article in The Reading Teacher entitled “Situated identities: Power and positioning in the work of a literacy coach.”
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Linda Rief
Eighth Grade Teacher, Durham, NH and Instructor, University of New Hampshire Summer Literacy Institute
Linda is a national and international presenter on issues of adolescent literacy. She is the author of 100 Quickwrites (Scholastic, 2003); Inside the Writer’s-Reader’s Notebook (2007); Seeking Diversity: Language Arts with Adolescents (1992); and Vision and Voice: Extending the Literacy Spectrum (1999), published by Heinemann. She is co-author of Visual Tools for Differentiating Reading and Writing Instruction (Scholastic, 2008). She is co-editor (Beers, Probst, and Rief) of Adolescent Literacy: Turning Promise into Practice (Heinemann, 2007) and for five years co-edited with Marueen Barbieri, Voices from the Middle, a journal for middle school teachers, published by the National Council of Teachers of English.
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Mary Rosser
Reading Recovery Trainer, University of Maine
Mary is the director of the University Training Center for Reading Recovery and coordinator of Literacy Professional Development Programs at the University of Maine. She was formerly the state trainer for Reading Recovery and lecturer in the School of Cultural and Language Studies at the Queensland University of Technology in Australia. Mary's areas of expertise are language education, curriculum development, and early literacy intervention. She has worked at primary, secondary, and tertiary levels of education and has extensive international experience as a literacy consultant and popular conference presenter. Mary's research interests focus on analysis of pedagogy, with particular attention to teacher/student interactions that promote powerful learning.
Floretta Thornton-Reid
Executive Director of the University Training Center for Reading Recovery, Literacy Lessons, FirstChance, Comprehensive Intervention Model (CIM) and Partnerships in Comprehensive Literacy (PCL), Georgia State University
Floretta's experiences, in addition to early childhood education, include social services, parent involvement and adult literacy. Her interests and expertise include early intervention and diverse learners. Recently she and her colleague Sue Duncan explored the processing observations of young literacy learners when reading fiction and nonfiction.
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MaryEllen Vogt - Cancelled
Distinguished Professor Emeritus of Education, California State University, Long Beach
MaryEllen has been a classroom teacher, reading specialist, special education specialist, curriculum coordinator, and university teacher educator. She received her doctorate from the University of California, Berkeley, and is co-author of fifteen books, including Reading Specialists and Literacy Coaches in the Real World (Allyn & Bacon, 2006) and Making Content Comprehensible for English Learners: The SIOP Model (Allyn & Bacon, 2007). She has provided professional development for teachers and administrators in all 50 states and nine countries, most recently in Germany, China, Puerto Rico, and the Philippines. She was inducted into the California Reading Hall of Fame, received her university’s Distinguished Faculty Teaching Award, and served as president of the International Reading Association in 2004-2005.
Sponsored by Houghton Mifflin Harcourt
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