National and international literacy and Reading Recovery experts presenting at the Literacy for All Conference in Providence, R.I., November 2–4, 2014
Andrew is the Thomas More Brennan Chair in the Lynch School of Education at Boston College. His most recent books are Professional Capital: Transforming Teaching in Every School, with Michael Fullan (2012), and The Global Fourth Way: The Quest for Educational Excellence, with Dennis Shirley (2012). His research is on high-performing schools and school systems, and on whole-school changes that benefit students with special educational needs.
Jack is the author of more than 40 books for children, including the Rotten Ralph picture books, collections of Jack Henry short stories, and the Joey Pigza novels for upper elementary and middle-school students. Jack was a professor at Emerson College where he developed the Master's Degree program in Children's Literature, Writing, and Publishing.
Betsy is a Reading Recovery Trainer at Texas Woman's University. She has been involved in Reading Recovery since she trained as a teacher in 1988–89. She enjoys working with the North American Trainer's Group (NATG) and International Reading Recovery Trainers Organization (IRRTO) colleagues on projects which support teachers' professional learning. She was part of a team to develop the Running Record Professional Learning Series DVDs and An Observation Survey DVD, both produced by the Reading Recovery Council of North America.
Carl Anderson works with teachers, coaches and principals in schools around the world. At the beginning of his career, Carl taught elementary and middle school students in the Bronx, Kentucky and Illinois. He then worked for the Teachers College Reading and Writing Project, where he was Lead Staff Developer. Carl is the author of Heinemann publications How’s It Going: A Practical Guide to Conferring with Student Writers, Assessing Writers, and Strategic Writing Conferences Grades 3-6.
Jeff is the author of four books including Mechanically Inclined, Everyday Editing, and 10 Things Every Writer Needs To Know. He has published many articles, most recently the lead article on writing in ASCD’S Educational Leadership. He lives in San Antonio, Texas.
C. C. Bates, Ph.D., is an assistant professor of literacy education and director of the Clemson University Reading Recovery University Training Center. Her work has been published in the Reading Teacher, Young Children, the Journal of Digital Learning in Teacher Education, and the The Journal of Reading Recovery. Bates is married and has two children.
Nancy was a classroom teacher for many years and recently retired from Southern Connecticut State University where she was Professor of Reading and Graduate Reading Program Coordinator. Nancy is the author of seven books, including her new book with Corwin Press — Focused on Close Reading (2014). Corwin Press is sponsoring Nancy's participation in this year's conference.
Lisa is the co-author, with Katie Wood Ray, of About the Authors: Writing Workshop with Our Youngest Writers (Heinemann, 2004), and the DVD The Teaching Behind About the Authors (2005). Lisa has been a teacher for 23 years and was the 2002 recipient of the prestigious NCTE Donald H. Graves Award for the Excellence in the Teaching of Writing.
Sneed is the author of more than 65 award-winning nonfiction books for young people including Animal Dads, The Prairie Builders, Teeth, Pocket Babies, and Sneed B. Collard III’s Most Fun Book Ever About Lizards. He is also the author of seven acclaimed novels including the thriller Double Eagle, the Slate Stephens Mysteries series, and his newest mystery Dog 4491. He makes his home in Missoula, Montana and travels widely to speak to students, teachers, and other educators.
Ruth is the recognized expert in the traits of writing field and author of over 40 best-selling Scholastic and IRA teaching books and resources on the traits of writing. As the author of Traits Writing: The Complete Writing Program for Grades K–8 (2012), she has launched a writing revolution. Traits Writing is the culmination of 40 years of educational experience, research, practice, and passion.
Mary Anne is the director of the Reading-Language Arts Center at the University of Connecticut and director of Connecticut's Reading Recovery Project. Mary Anne has served the Reading Recovery Council of North America as president (1999–2000), executive officer (1998–2001), and chair of the Publications Committee (1994–1999). She is a previous editor-in-chief of The Journal of Reading Recovery. She chairs the Executive Board of the International Reading Recovery Trainers Organization and the Research Committee of the North American Trainers Organization.
Sue is a Director of the Reading Recovery Program in the Early Childhood Department at Georgia State University. Sue taught as a primary teacher and sole-charge principal in a number of different areas in New Zealand before training as a Reading Recovery Tutor in Auckland in 1985. Sue trained as a Trainer in 1989 and has since worked in New Zealand, England, Canada and the USA. Sue is also the only trained Facilitator for the First Chance program in the US. She has also trained as a university trainer for the Partnerships in Comprehensive Literacy.
Kathleen is the Primary Literacy Collaborative District Trainer for Fairfax County Public Schools in Virginia. She has more than 20 years of experience working as a classroom teacher, Reading Recovery teacher, and most recently, as a Literacy Collaborative Coach in Title I schools. She is co-author, with Suzanne Whaley, of Becoming One Community: Reading and Writing with English Language Learners (Stenhouse, 2004).
Irene directs a comprehensive school reform project 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. Gay Su Pinnell’s work focuses on children’s literacy education and ways to support teachers of reading, writing, and language arts. She has written many articles and received several awards for her work. Irene and Gay have published several books together with Heinemann, including Teaching for Comprehending and Fluency: Thinking, Talking, and Writing About Reading, Grades K–8 (2006); The Continuum of Literacy Learning, Grades PreK–8, Second Edition: A Guide to Teaching (2010); Literacy Beginnings: A Prekindergarten Handbook (2011); and Genre Study: Teaching With Fiction and Nonfiction Books (2012).
Mary Fried is a Trainer at the Ohio State University Reading Recovery Center. She has been actively engaged in teaching, presenting, conducting research, and writing about Reading Recovery for over 30 years. She and her colleagues at Ohio State have focused their research on analyzing Running Records, teaching literacy lessons to intervention specialists, and working with students and teachers in ELL programs.
Kristen is an associate professor of English education and contemporary literacies at Fordham University in New York City. Her research focuses on the intersections between technology and literacy, and she works with teachers across content areas to implement effective literacy instruction and to incorporate technology in meaningful ways. She is a Teacher Consultant for the National Writing Project and the director of the Fordham Digital Literacies Collaborative.
Sara is an English teacher, published author, university faculty member, and consultant. A former professor and high school English teacher, she received the first National Technology Fellowship in English/Language Arts. A internationally-known speaker, she is also the author of the 2012 Britton Award winning Adolescents' Digital Literacies: Learning Alongside Our Students, Bringing the Outside In, and The Tech Savvy English Classroom.
Martha Horn is an Associate Professor of Education at Rhode Island College where she teaches graduate and undergraduate methods courses in writing and reading. She is also a literacy consultant who designs and leads classroom-based inservice in the teaching of writing, for teachers and administrators. She co-authored the book, Talking, Drawing, Writing: Lessons for Our Youngest Writers with Mary Ellen Giacobbe.
Susan is a thirty-year professional in the area of early childhood literacy. She is the author of The Literate Kindergarten and Let’s Find Out!: Building Content Knowledge with Young Children. She has worked closely with the Denver-based Public Education and Business Coalition as a staff developer, hosting local and national teaching labs in her classroom. In addition, she is a nationally known consultant and keynote speaker. Susan has taught primary-age children for over thirty years from diverse populations with kindergarten being her focus and passion.
Eva is a Reading Recovery Trainer and an associate professor at the Center for Reading Recovery and Literacy Collaborative in the Graduate School of Education at Lesley University. She serves as Teaching Section editor for The Journal of Reading Recovery.
Mary is the director of the University Training Center for Reading Recovery and coordinator of Literacy Professional Development Programs at The University of Maine. Mary’s areas of expertise are language education, curriculum development, and early literacy intervention. Her research interests focus on analysis of pedagogy, with attention to teacher/student interactions that promote powerful learning.
Jim is currently in his first year as a trainer with the New York University’s Reading Recovery Center. He was first trained as a Reading Recovery teacher and teacher leader in 1987 and ran Ohio’s Ashland University/Mansfield City School site in the early 1990’s. He was a tenured professor, Early Childhood department chair, and assistant dean for graduate studies at Ashland University before leaving to become the project administrator for the i3 Grant, Reading Recovery: Scaling Up What Works. As a grandpa of four, he and his wife, Renee, enjoy spoiling the grandkids with lots of books, writing materials, colorful markers, and candy.
Cathy supports teacher learning by guiding educational coaches, professional learning teams, and administrative leaders. She has been a consultant, keynote speaker, and workshop leader throughout the United States, Australia, and Canada. Cathy has served as a teacher at the elementary, middle, and high school levels; a reading specialist; a curriculum coordinator; a school principal; a director of literacy research and development; a university faculty member; a grant director; a state department of education consultant; and an educational coach. Cathy has published widely for teacher leaders, including five books for literacy coaches and a book on Learnership for principals and teacher leaders.
Tasha is an Associate Professor at the University of South Carolina. Tasha has taught K-5 in multilingual settings in New Mexico, Belize, Indiana, and now South Carolina. She is the author of From Ideas to Words: Writing Strategies for English Language Learners.
A classroom teacher for 15 years, Dr. Jeff Wilhelm is currently a professor of English Education at Boise State University. He is the founding director of the Maine Writing Project and the Boise State Writing Project. He has authored or co-authored 30 texts about literacy teaching and learning. He has won the two top research awards in English Education: the NCTE Promising Research Award for You Gotta BE the Book and the Russell Award for Distinguished Research for Reading Don’t Fix No Chevys. He also co-teaches in middle or high school classrooms through his work in a professional development capacity.
Literacy for All Conference
Funding and Scholarships
Directions and Parking
Exhibiting and Sponsorships
Center for Reading Recovery and Literacy Collaborative
Candice Campbell, Project Manager
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