Keys to Unlocking Educational Success Webinar Series
Watch the six interviews below discussing the five essential elements of teaching reading and why ‘context matters’.
Webinar Host
TERESA MAY, Ph.D.
Teresa May, Ph.D., is the Co-founder and Executive Director of the Margaret Byrd Rawson Institute. When she met Margaret, Teresa was a former Assistant Professor of Sociology at Hood College and today an Adjunct Assistant Professor of Sociology at Shenandoah University, Lord Fairfax Community College, and Northern Virginia Community College. For over ten years, she headed a private school for dyslexic children. An author of ‘A Parent’s Journey’ appearing in Why Kids Can’t Read: Challenging the Status Quo in Education. Recipient of the 2002 Maryland Woman of Achievement award for founding the ‘Parents Advocacy Group for Educational Rights’ and her passionate support for children who learn differently. Serving on numerous Maryland State Department of Education committees: “Maryland’s Reading First Leadership Team,” “Reading Literacy Team,” and the “Task Force for Identifying Educational Best Practices for Students at Risk for, or Identified with Reading and Writing Disabilities.” Further, a founding member of the first Charter School in Frederick County, Maryland.
Teresa’s children began their education in the Frederick County, Maryland, public school system, where her oldest son was still unable to read by the 4th grade. At that point, she left teaching in higher education to head a small private school for dyslexic children that both her sons attended. Today, her oldest son graduated with a Bachelor of Science in Environmental Technology and a Master of Business Administration degree. Her youngest son completed a Bachelor of Arts degree in Environmental Studies.
Webinar Speaker
ANN EDWARDS
1. TOPIC: PHONEMIC AWARENESS
Ann Edwards, a seasoned phonemic awareness and phonics professional, is an Accredited Training Fellow with the Academy of Orton-Gillingham Practitioners and Educators. She holds a license as a Reading Specialist, is a Master Trainer for Orton-Gillingham International, and is a Certified Dyslexia Therapist through the International Dyslexia Association (IDA). Her expertise is further demonstrated by her role as the in-house reading consultant for the Stephen Gaynor School in Manhattan, where she has been instrumental for the past twenty-five years in language-based learning disabilities.
Ms. Edwards is the CEO of Literacy for Life, Inc. Her company is a contracted, system-wide vendor for the New York City Department of Education, providing professional development for teachers using the structured Multi-Sensory Language Approach (Orton-Gillingham). Ms. Edwards is the co-author of “bumpybooks,” a reading manual designed for teachers and parents to help students with the reading process. Bumpybooks are used in homes, schools, and libraries throughout the country.
As a lecturer, Ms. Edwards has spoken at the Donnell Central Children’s Room at the New York Public Library and the Brooklyn Public Library and at Academy and IDA conferences across the country. She has appeared on BCAT cable and the NY1 parenting segment of the news. At St. John’s University, she has provided MSL/OG training at the Graduate level. Ms. Edwards continues to provide teacher training, parent education, and student enrichment through training and lectures.
EVELYN REISS
2. TOPIC: PHONICS
Evelyn Reiss is motivated by curiosity, a search for answers, and a desire to help. When she started teaching, she was amazed at the difficulty many of her students faced in learning to read and write. She was fortunate to find the answers when she studied the Orton-Gillingham Approach. Using her linguistic training, she analyzed the processes involved in learning to read and write and found that complex learning could be taught through a system combining pattern recognition, text analysis, and multi-sensory techniques provided in a therapeutic environment.
Her pedagogical journey began in the public system as an elementary teacher. Later, she established The Writing Studio, where she taught children and adults. Evelyn also established an education consulting and assessment practice, the Claremont School, a private elementary school for students with dyslexia, and a teacher training institute.
Evelyn’s academic background in the Sciences, Arts, and Education has given her insight into the challenges of reading in different disciplines. She was always interested in systems, whether scientific or linguistic. Evelyn published her first book of poetry at the age of 11 years. After completing her B.Sc. in Physiology, she co-authored a book on nutrition entitled Stay Healthy in Later Life, edited ESL textbooks, and worked as a freelance journalist. Evelyn’s interest in language and science led her to a post-graduate degree in Teaching English as a Second Language and High School Biology. Once she began her teaching career, Evelyn obtained a Specialist in Special Education and a Master of Arts in Psychology and Curriculum Studies (Leeds University). Her most cherished qualification is Fellow of the Academy of Orton-Gillingham Practitioners and Educators (AOGPE). Evelyn completed her second Master of Arts (University of Toronto), where her thesis was a formative case study using the OG Approach. She wrote the language curriculum for the Claremont School. The curriculum is available to teachers worldwide as The Great Word House™ (GWH). Claremont School is also a teacher training institute for the GWH and Orton-Gillingham Practical Linguistics™.
Evelyn is a member of the Ontario College of Teachers with qualifications in the Primary, Junior, Intermediate, and Senior divisions. As an Education Consultant, Reading and Writing Specialist, and classroom teacher, she has over 30 years of experience helping children and adults with many different skill levels, ranging from Learning Disabilities to Giftedness. Her methodology is an amalgamation of her experience in the field and education in science and linguistics.
EVELYN REISS
3. TOPIC: FLUENCY
Evelyn Reiss is motivated by curiosity, a search for answers, and a desire to help. When she started teaching, she was amazed at the difficulty many of her students faced in learning to read and write. She was fortunate to find the answers when she studied the Orton-Gillingham Approach. Using her linguistic training, she analyzed the processes involved in learning to read and write and found that complex learning could be taught through a system combining pattern recognition, text analysis, and multi-sensory techniques provided in a therapeutic environment.
Her pedagogical journey began in the public system as an elementary teacher. Later, she established The Writing Studio, where she taught children and adults. Evelyn also established an education consulting and assessment practice, the Claremont School, a private elementary school for students with dyslexia, and a teacher training institute.
Evelyn’s academic background in the Sciences, Arts, and Education has given her insight into the challenges of reading in different disciplines. She was always interested in systems, whether scientific or linguistic. Evelyn published her first book of poetry at the age of 11 years. After completing her B.Sc. in Physiology, she co-authored a book on nutrition entitled Stay Healthy in Later Life, edited ESL textbooks, and worked as a freelance journalist. Evelyn’s interest in language and science led her to a post-graduate degree in Teaching English as a Second Language and High School Biology. Once she began her teaching career, Evelyn obtained a Specialist in Special Education and a Master of Arts in Psychology and Curriculum Studies (Leeds University). Her most cherished qualification is Fellow of the Academy of Orton-Gillingham Practitioners and Educators (AOGPE). Evelyn completed her second Master of Arts (University of Toronto), where her thesis was a formative case study using the OG Approach. She wrote the language curriculum for the Claremont School. The curriculum is available to teachers worldwide as The Great Word House™ (GWH). Claremont School is also a teacher training institute for the GWH and Orton-Gillingham Practical Linguistics™.
Evelyn is a member of the Ontario College of Teachers with qualifications in the Primary, Junior, Intermediate, and Senior divisions. As an Education Consultant, Reading and Writing Specialist, and classroom teacher, she has over 30 years of experience helping children and adults with many different skill levels, ranging from Learning Disabilities to Giftedness. Her methodology is an amalgamation of her experience in the field and education in science and linguistics.
ANN EDWARDS
4. TOPIC: VOCABULARY
Ann Edwards, a seasoned phonemic awareness and phonics professional, is an Accredited Training Fellow with the Academy of Orton-Gillingham Practitioners and Educators. She holds a license as a Reading Specialist, is a Master Trainer for Orton-Gillingham International, and is a Certified Dyslexia Therapist through the International Dyslexia Association (IDA). Her expertise is further demonstrated by her role as the in-house reading consultant for the Stephen Gaynor School in Manhattan, where she has been instrumental for the past twenty-five years in language-based learning disabilities.
Ms. Edwards is the CEO of Literacy for Life, Inc. Her company is a contracted, system-wide vendor for the New York City Department of Education, providing professional development for teachers using the structured Multi-Sensory Language Approach (Orton-Gillingham). Ms. Edwards is the co-author of “bumpybooks,” a reading manual designed for teachers and parents to help students with the reading process. Bumpybooks are used in homes, schools, and libraries throughout the country.
As a lecturer, Ms. Edwards has spoken at the Donnell Central Children’s Room at the New York Public Library and the Brooklyn Public Library and at Academy and IDA conferences across the country. She has appeared on BCAT cable and the NY1 parenting segment of the news. At St. John’s University, she has provided MSL/OG training at the Graduate level. Ms. Edwards continues to provide teacher training, parent education, and student enrichment through training and lectures.
JEAN SCHEDLER, Ph.D.
5. TOPIC: COMPREHENSION
Jean Schedler, Ph.D., is a professional learning partner with schools and school systems to develop, train, and implement sustainable teacher professional reading development focused on the OG approach. She is a Fellow in AOGPE, has served on local boards of the International Dyslexia Association (IDA), is a Certified Dyslexia Therapist/IDA, and an Academy Graduate of Learning Forward – the only organization focused exclusively on effective, sustainable professional learning for educators. She co-authors the chapter, ‘Designing the Learning Environment and Planning Multisensory Structured Literacy Lessons,’ in the upcoming 4th (2018) Edition of Multisensory Teaching of Basic Language Skills. Having worked in both public and private schools and consulted nationally and internationally, it is evident that CONTEXT MATTERS if the training is to be effective and sustained. Dr. Schedler’s current work focuses on implementing reading comprehension intervention programs in middle and high school settings, bringing the research into practice in the challenging environment of adolescent literacy.
JEAN SCHEDLER, Ph.D.
6. TOPIC: CONTEXT MATTERS
Jean Schedler, Ph.D., is a professional learning partner with schools and school systems to develop, train, and implement sustainable teacher professional reading development focused on the OG approach. She is a Fellow in AOGPE, has served on local boards of the International Dyslexia Association (IDA), is a Certified Dyslexia Therapist/IDA, and an Academy Graduate of Learning Forward – the only organization focused exclusively on effective, sustainable professional learning for educators. She co-authors the chapter, ‘Designing the Learning Environment and Planning Multisensory Structured Literacy Lessons,’ in the upcoming 4th (2018) Edition of Multisensory Teaching of Basic Language Skills. Having worked in both public and private schools and consulted nationally and internationally, it is evident that CONTEXT MATTERS if the training is to be effective and sustained. Dr. Schedler’s current work focuses on implementing reading comprehension intervention programs in middle and high school settings, bringing the research into practice in the challenging environment of adolescent literacy.