We ensure that children who struggle in learning to read and write gain the skills for a literate and productive future

KEYNOTE          FEATURED         PRECONFERENCE INSTITUTE 

 

2016 Keynote Speakers


Anthony Muhammad

Recognized as a leading expert in the areas of school culture and organizational climate, Anthony Muhammad has consulted with school systems around the world. He is the CEO of New Frontier 21 Consulting, a company dedicated to providing cutting-edge professional development to schools throughout the world.  He served as a practitioner for nearly twenty years, his tenure includes middle school teacher, assistant principal, middle school principal, and high school principal. Also a best-selling author, his books include The Will to Lead, and the Skill to Teach; Transforming Schools at Every Level (2011); Transforming School Culture: How to Overcome Staff Division (2009); and a contributing author to the book The Collaborative Administrator: Working Together as a Professional Learning Community (2008). He has published 26 articles in education journals and publications in seven different countries. 
 

Linda Dorn

Linda Dorn is a professor of Reading Education at the University of Arkansas at Little Rock and is the director its Center for Literacy where she manages the development of approaches for increasing and sustaining literacy achievement, including studying the effects of the Comprehensive Intervention Model on reading achievement in Arkansas schools. Her contributions to literacy education are recognized nationally. She has published widely with eight books on literacy instruction, book chapters, articles, and media publications. Her most recent books are Apprenticeship in Literacy, second edition, (co-authored with Jones) and Changing Minds, Changing Schools: A Comprehensive Literacy Approach for School Improvement (co-edited with Forbes, Poparad, and Schubert). Additionally, she is a Reading Recovery trainer and is a former president of the Reading Recovery Council of North America.  
 

Steve Jenkins

Steve Jenkins is an honored and prolific children’s author and illustrator of more than 30 books including Actual Size, Move, What Do You Do with a Tail Like This? (Caldecott Honor Book), Big and Little, The Top of the World: Climbing Mount Everest, and Nature’s Perfect Package. He is the recipient of numerous awards; his books have been called stunning, eye-popping, inventive, gorgeous, masterful, extraordinary, playful, irresistible, compelling, engaging, accessible, glorious, and informative. He frequently collaborates with his wife, Robin Page, also an author and illustrator, and he illustrated Hello Baby written by Mem Fox. His popular “Let’s-Read-and-Find-Out Science" series including Wiggling Worms at Work, Life in a Coral Reef, and Almost Gone demonstrates his love of both science and art. He often credits the questions his children have asked over the years to be the inspiration for many of his books.  

 

2016 Featured Speakers


Sue Duncan

Sue Duncan is executive director of the Reading Recovery Program in the Early Childhood Department at Georgia State University. Her past school roles include experiences as a primary teacher and a sole-charge principal in a number of different areas in New Zealand before training as a Reading Recovery tutor in Auckland in 1985.  She became a Reading Recovery trainer in 1989 and has since worked in New Zealand, England, Canada and the U.S.  Additionally, she is the only trained facilitator for the First Chance program in the US.  She is also trained as a university trainer for the Partnerships in Comprehensive Literacy and Comprehensive Intervention Modeling.  Her work focuses on making sure every child can read and write.
 
 

Mary Fried

Mary Fried is a trainer for the Reading Recovery Center at The Ohio State University.  She was trained by Marie Clay and Barbara Watson as part of the original 1984-85 pilot study of Reading Recovery in the U.S. and has remained active in teaching children, teachers, teacher leaders, and trainers.  She is the editor and an author for the KEEP BOOK School to Home Literacy Project at Ohio State.  Her more recent publications in professional journals include Activating Teaching: Using Running Records to Inform Teaching Decisions, Journal of Reading Recovery, Fall 2013 and, in 2015, Change Over Time in First Graders’ Strategic Use of Information at Point of Difficulty in Reading with Lea M. McGee, Hwewon Kim, and Kathryn S. Nelson for Reading Research Quarterly.
 
 

Mary Lose

Mary Lose is an associate professor in the Department of Reading and Language Arts, and director of the Reading Recovery Center of Michigan at Oakland University in Rochester, Michigan.  She has published in professional journals including The Reading Teacher, The Clearinghouse, Principal, Teaching PreK – 8, The Journal of Reading Recovery, The Elementary School Journal, and Reading Research Quarterly.  Her article, “A Child’s ‘Response to Intervention’ Requires a Responsive Teacher of Reading” was reprinted in two books and published by the International Literacy Association in 2010.  Also in 2010, she received the Research Award for the School of Education and Human Services at Oakland University. She finds working with teachers and their students among the most interesting and rewarding work of all.
 

Nell Duke

Nell Duke is an associate professor of teacher education and educational psychology, and co-director of the Literacy Achievement Research Center (LARC) at Michigan State University. Her work focuses on early literacy development, particularly among children living in poverty. Her specific areas of expertise include development of informational literacies in young children, comprehension development and instruction in early schooling, and issues of equity in literacy education. She is co-author of the books Reading and Writing Informational Text in the Primary Grades: Research-Based Practices; Literacy and the Youngest Learner: Best Practices for Educators of Children from Birth to Five; Beyond Bedtime Stories: A Parent’s Guide to Promoting Reading, Writing, and Other Literacy Skills From Birth to 5; and co-editor of the book Literacy Research Methodologies.

 

Peter Johnston

Peter Johnston is professor emeritus at the State University of New York at Albany. He researches the consequences of teaching and assessment practices for the literate lives of children and teachers. He is the author of many widely regarded books and articles. Recognition for his work includes the Albert J. Harris Award from the International Literacy Association, the State University of New York, Chancellor’s Award for Excellence in Research and, most recently, the Literacy Research Association honored him with the P. David Pearson Scholarly Influence Award, citing his book Choice Words as having “demonstrably and positively influenced literacy teaching in classrooms and districts nationally.” He is a member of the Reading Hall of Fame.
 

Stuart McNaughton

Stuart McNaughton is professor of education at the University of Auckland in New Zealand and is the director of the Woolf Fisher Research Centre. He researches and publishes widely in areas of children’s literacy and language development, the design of effective educational programs for culturally and linguistically diverse populations, and cultural processes in development. His recent books are Designing Better Schools for Culturally and Linguistically Diverse Children (2011); and Meeting of Minds (2002).  Additionally, he consults internationally on the design of literacy and language curricula and educational interventions. His appointments include chief education scientific advisor to the New Zealand government and distinguished overseas professor at East China Normal University. He is a member of the International Literacy Association’s Literacy Research Panel, and an inductee in the Reading Hall of Fame. 

 

 

 

 

2016 Preconference Speakers


C.C. Bates and Maryann McBride

C.C. Bates is a Reading Recovery trainer and an assistant professor of literacy education and director of the Clemson University Reading Recovery University Training Center in the Eugene T. Moore School of Education. Previously she was the educational consultant for PreK through Fifth Grade and has provided professional development for schools and districts in 38 states in the areas of reading assessment, differentiated guided reading instruction, and literacy centers. Her work has been published in the Reading Teacher, Young Children, and the Journal of Reading Recovery.
Maryann McBride is a Reading Recovery teacher leader at Clemson University. Before joining the Clemson Reading Recovery Center, Maryann spent 30 years as a classroom teacher, reading specialist, Reading Recovery teacher, and Reading Recovery teacher leader for Prince George's County Public Schools. A frequent presenter at local, state, and national conferences, she is known for her ability to analyze and use data for student, teacher, and program improvement. She is also one of several Reading Recovery professionals featured in Dr. Carol Lyons book on teaching struggling readers. 

 

Jan Richardson and Michele Dufresne

Jan Richardson is a literacy consultant and author who has been a classroom teacher, reading specialist, Reading Recovery teacher leader, and staff developer. She focuses on balanced literacy, guided reading, and writing. Her goal is to create a new awareness of what can be done to motivate, engage, and accelerate every student, especially those who struggle. She is the author of The Next Step in Guided Reading and Next Step Guided Reading in Action, provide teachers with practical suggestions and lesson plans for increasing the power and impact of guided reading. With co-author Maria Walther, she recently published a new assessment kit, The Next Step in Guided Reading Assessment for Grades K-2 and 3-6.
 
Michele Dufresne is an early literacy consultant and a former Reading Recovery teacher leader, Title I director, and an adjunct professor for Lesley University. She writes and provides professional trainings internationally on the subject of early literacy instruction. She is the author of Word Solvers: Making Sense of Letters and Words published by Heinemann books and the award winning Bella and Rosie ABC books, published by Pioneer Valley Books, as well as many fiction and nonfiction books for beginning readers.

 

Lindy Harmon, Jeffery Williams, and Cheri Slinger

Lindy Harmon is a Reading Recovery trainer at the University of Kentucky Collaborative Center for Literacy Development in Kentucky. She has been a Reading Recovery professional for over 19 years as a teacher and teacher leader. She is also a Comprehensive Intervention Model Trainer. Her professional focus includes examining the identities of students who struggle with learning to read.  She is currently the president elect for the Reading Recovery Council of North America.
 
Jeffery Williams has been a teacher for over 25 years and is currently the K-12 literacy coach and Reading Recovery teacher leader for Solon City Schools. He has served on the Executive Committee of the National Council of Teachers of English, chairing several NCTE committees. He also headed the national NCTE Review Team responsible for providing feedback about drafts of the ELA Common Core Standards. He has co-authored a book and numerous articles on professional development and literacy learning and is also the author of Fables and the Real World, a children’s books, currently in publication.
 
Cheri Slinger is a K-3 Literacy Consultant and Reading Recovery teacher leader with Dublin City Schools in
Dublin, Ohio.
 

Mary Fried, Jim Schnug, and Leslie McBane

Mary Fried is a trainer for the Reading Recovery Center at The Ohio State University.  She was trained by Marie Clay and Barbara Watson as part of the original 1984-85 pilot study of Reading Recovery in the U.S. and has remained active in teaching children, teachers, teacher leaders, and trainers.  She is the editor and an author for the KEEP BOOK School to Home Literacy Project at Ohio State.  Her more recent publications in professional journals include Activating Teaching: Using Running Records to Inform Teaching Decisions, Journal of Reading Recovery, Fall 2013 and, in 2015, Change Over Time in First Graders’ Strategic Use of Information at Point of Difficulty in Reading with Lea M. McGee, Hwewon Kim, and Kathryn S. Nelson for Reading Research Quarterly.

 
Jim Schnug is a trainer with The Ohio State University’s Reading Recovery Program, having previously served as a trainer at New York University, the i3 Scale Up for Reading Recovery grant project administrator, and a teacher leader with the Ashland University/Mansfield City Schools Site in Ohio.  He also worked in the school system in a reading recovery program for first graders and taught both fifth and sixth grade. He became chair of the early childhood department and was appointed assistant dean of the Ashland University Columbus Center. He is currently Reading Recovery Council of North America board member.
 
 
Leslie McBane is a Reading Recovery teacher leader in South-Western/Dublin Reading Recovery site in Columbus, Ohio. She has been a Reading Recovery teacher leader since 2001. Prior to that she was a literacy coach with Literacy Collaborative and a Kindergarten teacher. Her work also includes the development of professional development resources for the Reading Recovery Council of North America.  She prizes the ongoing professional learning associated with teaching struggling readers and continues to learn from her own students and teachers daily.
 

Susan Kempton

Susan Kempton is an educator, author, and consultant in the area of early childhood literacy.  For thirty years, she has taught primary-age children from diverse populations with kindergarten being her focus and passion. Her books, The Literate Kindergarten (Heinemann) and Let’s Find Out!: Building Content Knowledge with Young Children (Stenhouse) are widely used in professional development.  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.  She is currently teaching and inspiring educators in the primary grades for several school districts in the Rocky Mountain region and Canada.

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