Literacy for All Conference Keynote and Featured Speakers

25+ National and International Literacy and Reading Recovery Experts

November 4–6, 2012 | Providence, RI

KEYNOTE SPEAKERS

Tony Stead Monday Keynote	Katie Wood Ray Tuesday Keynote	Mary Fried Reading Recovery Keynote

FEATURED SPEAKERS

Ann Ballantyne Reading Recovery	Terri Beeler	Paula Bennet Reading Recovery	Gail Boushey & Joan Moser–The 2 Sisters
Nancy Boyles	Karen Caine	Julie Coiro	Mary Anne Doyle Reading Recovery
Sue Duncan Reading Recovery	Michael Ford	Irene Fountas	Brian Heinz
Betsy Kaye Reading Recovery	Penny Kittle	Eva Konstantellou Reading Recovery	Leah Mermelstein
Katie Monnin	Gay Su Pinnell	Mary Rosser Reading Recovery	Jennifer Serravallo
Shane Templeton	Myra Zarnowski

Speaker Bios

Ann Ballantyne
Reading Recovery Trainer, New York University
Ann is the director of the Reading Recovery project at New York University. The NYU Project provides leadership, support, and teacher leader training for sites in New York City and state, New Jersey, and some sites in Pennsylvania and Virginia. Ann is a very experienced Reading Recovery practitioner who has worked as a teacher, teacher leader, and trainer in her home country of New Zealand. In 1994–95, Ann spent a year working as a teacher leader in Maine and in 1999, she returned to the United States as a Reading Recovery Trainer at Lesley University. In the past 12 years, Ann has worked at several university training sites in the United States, as well as Canada, United Kingdom, and New Zealand.

Terri Beeler
Literacy Consultant and Founder, ConnectandReflect.com
Terri has been in the field of education for over 35 years. She has held a variety of positions in public and private schools–in the classroom and at administrative levels–and as a professor at the university level. Her most recent position was with Harris County Department of Education as Project Director/Trainer for the Literacy Collaborative. She is an independent literacy consultant working with elementary administrators, teachers, and children around the country to deepen their understanding of effective reading and writing strategies. She is the founder and president of Connect and Reflect, online professional development supporting professional learning communities in the long-term study of effective implementation of writing workshops. Terri's goal has been to share with teachers, children, and parents her passion for learning and supporting adults and children in becoming life-long readers and writers.

Paula Bennet
Reading Recovery Trainer, New York University
After teaching for almost 20 years, Paula completed her Doctorate at University of Virginia in Learning and Development. Being a Trainer in Reading Recovery is the highlight of her professional career because Reading Recovery does just that–recovers children from reading failure.

[back to top]

Nancy Boyles
Professor, Southern Connecticut University
Nancy is a professor of reading and the graduate reading program coordinator at Southern Connecticut State University. She teaches courses in developmental reading and writing instruction, and in the administration and supervision of school literacy programs. She is the author of several books, including That's a Great Answer! Teaching Literature Response to K–3, ELL, and Struggling Readers (Maupin House Publishing, 2007), Constructing Meaning Through Kid-Friendly Comprehension Strategy Instruction (Maupin House Publishing, 2004), and Hands-On Literacy Coaching (Maupin House Publishing, 2007). Nancy's participation is sponsored by Maupin House Publishing.

Gail Boushey, Author and Literacy Coach, WA
Joan Moser, Author and K–2 Classroom Teacher, WA
Real life sisters Gail and Joan are known by the teachers they have worked with throughout the country as researched, strategic, and fun. Their reflective practice and combined experience of more than 40 years has led to the development of The Daily 5™, a structure for fostering literacy independence in the elementary grades. They are nationally known consultants who passionately share their expertise creating beautiful spaces for learning in classrooms, assessment-driven instruction, and meaningful literacy. Gail is a literacy coach working alongside K-6 teachers in her building. She and classroom teachers collaborate to make instruction meaningful, individualized, and successful for all students. Joan is currently a K-2 teacher who juggles the role with the energy and humor it demands. If you were to poke your head into her classroom, you would undoubtedly find her sitting on the floor with one or more children, deeply conferring and celebrating learning. Gail and Joan have written The Café Book: Engaging All Students in Daily Literacy Assessment and Instrution (Stenhouse, 2009) and The Daily 5: Fostering Literacy Independence in the Elementary Grades (Stenhouse, 2006).

Karen Caine
Independent Writing Consultant, NJ
Karen works with elementary, middle school, and high school teachers from across the United States. The majority of her work is with teachers who already have Writing Workshops in their classrooms, and are looking to refine and improve instruction. She works primarily in the areas of persuasive and informational writing. Karen is the author of, Writing to Persuade: Minilessons to Help Students Plan, Draft, and Revise, Grades 3-8 (Heinemann, 2008). Karen taught for 15 years in New York City public schools before becoming a district staff developer and an instructor at the Teachers College Reading and Writing Project Summer Institute. While living in Atlanta, she served as the Director of Curriculum at a private school and taught in the Masters in Teaching Program at Oglethorpe University. She is a frequent presenter at national conferences. Karen specializes in giving teachers practical and usable information and teaching strategies.

[back to top]

Julie Coiro
Assistant Professor of Reading, University of Rhode Island
Julie has worked as a co-director of The New Literacies Research Lab at the University of Connecticut. Her research interests include reading comprehension strategy instruction, the new literacies of the Internet, and effective practices for technology integration and professional development. She is Co-PI on a four-year federal research project to develop valid and reliable assessments of online reading comprehension. In 2009, Julie was a distinguished finalist for the International Reading Association's Dissertation Award, and in 2001, she received the Early Career Achievement Award from the Literacy Research Association. Julie is a former middle school and elementary school teacher, and has provided professional development to teachers around the country for the past 20 years. Her work appears in venues such as Reading Research Quarterly, The Reading Teacher, Journal of Literacy Research, Educational Leadership, Journal of Adolescent and Adult Literacy, and the 2nd Edition of the International Handbook of Literacy and Technology. She is co-author of the 4th edition of the book Teaching with the Internet K–12: New Literacies for New Times (2004) and co-editor of the Handbook of Research on New Literacies (Routledge, 2008).

Mary Anne Doyle
Reading Recovery Trainer and Professor of Education, University of Connecticut
Mary Anne is the director of the Reading-Language Arts Center at the University of Connecticut. She is director of Connecticut's Reading Recovery Project. She has been 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.

Sue Duncan
Reading Recovery Trainer, Georgia State University
Sue is the 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 United States. Sue is also the only trained Facilitator for the First Chance program in the U.S. She has also trained as a university trainer for the Partnerships in Comprehensive Literacy.

[back to top]

Michael Ford, Professor of Reading Education
University of Wisconsin, Oshkosh
Michael has been involved with literacy education for more than 30 years as a first-grade and Title I teacher as well as a researcher and teacher educator. His work with the international school associations has taken him to Africa, Europe, Central America, South America, and the Middle East. He is the author of more than 40 articles in peer-reviewed journals and has co-authored five books from Heinemann: Do-able Differentiation: Varying Groups, Texts, and Supports to Reach Readers (2008), Books and Beyond: New Ways to Reach Readers (2006), Where Have All the Bluebirds Gone? How to Soar with Flexible Grouping (2002), Reaching Readers: Flexible and Innovative Strategies for Guided Reading (2001) and Accessible Assessment: How 9 Sensible Techniques Can Power Data-Driven Reading Instruction (2011). He is a senior author of the LEAD 21 reading program from McGraw Hill-Wright Group. Michael chairs the International Reading Association's Children's and Young Adult Book Awards Committee and is the former President of the Wisconsin State Reading Association and its current Advocacy Chair. He is the host of the series Behind the Lesson—a teacher PD companion to the award-winning Wisconsin Public Television children's series Into the Book.

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).

[back to top]

Brian Heinz
Children's Author and Writing Consultant, NY
Brian has taught writing from the elementary level to the university level at both SUNY Stony Brook and Hofstra University. An award-winning educator, he is the critically acclaimed author of such books as The Wolves (Dial, 1996); Nanuk: Lord of the Ice (Ballyhoo Books, 2005); The Monsters' Test (Millbrook Press, 1996); Kayuktuk: An Arctic Quest (Chronicle Books, 1996); Butternut Hollow Pond (Millbrook Press, 2005); and Cheyenne Medicine Hat (Creative Editions, 2006). He works both in fiction and nonfiction, in verse and in prose, and his books often reflect the adventure and majesty of the natural world. He is a popular speaker on the craft of writing at schools and professional conferences.

Betsy Kaye
Reading Recovery Teacher Leader, Little Rock, AR
Trainer Emeritus, Texas Woman's University
Betsy has been involved in Reading Recovery since she trained as a teacher in 1988–89. Betsy enjoys working with NATG and IRRTO colleagues on projects which support teachers' professional learning. Recently 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. She also served as a reviewer for the new edition of An Observation Survey of Early Literacy Achievement and co-authored an article with Janice Van Dyke about interpreting Running Records.

Penny Kittle
Author, K-12 Literacy Coach, and Teacher, Kennett High School, Conway Public Schools, NH
Penny Kittle teaches high school English and is a K–12 literacy coach in New Hampshire. She is also director of a K–12 mentoring program for new teachers. She is the author of four books, including Write Beside Them: Risk, Voice, and Clarity in High School Writing (Heinemann, 2008), which won the James N. Britton Award from NCTE in 2009, and Inside Writing: How to Teach the Details of Craft (Heinemann, 2005), co-authored with Donald Graves. Her new book on reading, Book Love: Building Reading Lives That Last, will be released in 2012. Penny presents on literacy education throughout North America.

[back to top]

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.

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).

Katie Monnin
Assistant Professor of Literacy, University of North Florida
After receiving her Ph.D. in Curriculum and Instruction, with a concentration in teaching literacy, from Kent State University in 2008, Katie was hired as an Assistant Professor of Literacy by the University of North Florida in Jacksonville. Katie has written 4 books for teachers: Teaching Graphic Novels (2010), Teaching Early Reader Comics and Graphic Novels (2011), Really Reading with Graphic Novels (2012), and Teaching Content Area Graphic Novels (2012), all by Maupin House Publishing. She has also spoken at national and international conferences, including New York City Comic Con and San Diego Comic Con. Katie has also published a number of articles in national and international journals. At Literacy for All, Katie will be sharing her knowledge regarding using graphic novels in a classroom setting. (Avatar of Katie by Rachel Bowman.) Katie's participation in Literacy for All is sponsored by Maupin House Publishing.

[back to top]

Gay Su Pinnell
Author and 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).

Katie Wood Ray
Author and Researcher
Katie is a full time writer and researcher of the teaching of writing. With a focus on the study of writing craft, she leads teacher workshops and summer institutes across the nation. Her professional background includes both elementary and middle school teaching experience, and two years as a staff developer at The Reading and Writing Project, Teachers College, Columbia University. She was also the co-editor of the journal Primary Voices K–6, a publication of the National Council of Teachers of English. Katie is the author or co-author of several books on the teaching of writing, including Study Driven: A Framework for Planning Units of Study in the Writing Workshop (Heinemann, 2006); Already Ready: Nurturing Writers in Preschool and Kindergarten (Heinemann, 2008); In Pictures and In Words (Heinemann, 2010), and the most recent with Matt Glover, Watch Katie and Matt...Sit Down and Teach Up (video enhanced eBook) (Heinemann, 2012).

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.

[back to top]

Jennifer Serravallo
Literacy Consultant and Author, NY
A literacy consultant, researcher, and author, Jennifer has worked for eight years as a staff developer and national consultant at the Teachers College Reading and Writing Project at Columbia University. She helps urban, suburban, and rural schools implement exceptional literacy instruction through reading and writing workshops. While working toward her MA at Teachers College, Jennifer taught grades 3–5 in two Title I schools with large class sizes, high numbers of English language learners, and an enormous range of learners–an experience that galvanized her to develop a new professional resource, Independent Reading Assessment (Scholastic, 2012) for grade 3–5 educators. She is the author and coauthor respectively of Teaching Reading in Small Groups (Heinemann, 2010) and Conferring with Readers (Heinemann, 2007). Jennifer's participation is sponsored by Scholastic, Inc.

Tony Stead
International Literacy Consultant and Author
Tony has taught at the elementary and university level and is the author of many publications, including, Is That a Fact?: Teaching Nonfiction Writing; Reality Checks: Teaching Reading Comprehension With Nonfiction; and Good Choice! Supporting Independent Reading and Response, K–6. He is also the author of two video series; Time For Nonfiction and Bridges to Independence-Guided Reading with Nonfiction. Tony is also the co-author of the brand new series Explorations in Writing Nonfiction and the DVD series Nonfiction Writing: Intentional, Connected and Engaging. He currently works in literacy education with school districts across the United States, Canada and Australia. He has presented at hundreds of conferences around the world. His greatest love is learning from children.

Shane Templeton
Foundation Professor Emeritus of Literacy Studies, University of Nevada, Reno
A former classroom teacher at the primary and secondary levels, Shane's research has focused on developmental word knowledge in elementary, middle, and high school students. He is published in a number of research and practitioner journals, and is co-author of Words Their Way: Word Study for Phonics, Vocabulary, and Spelling Instruction (Pearson/Allyn & Bacon, 2012); Vocabulary Their Way: Word Study with Middle and Secondary Students (Pearson/Allyn & Bacon, 2010); and Words Their Way with English Learners: Word Study for Spelling, Phonics, and Vocabulary Instruction (Pearson/Allyn & Bacon, 2011). His other books include Teaching the Integrated Language Arts (Houghton Mifflin Harcourt, 1997) and Children's Literacy: Contexts for Meaningful Learning (Houghton Mifflin Harcourt, 1995). Since 1987, Shane has been a member of the Usage Panel of the American Heritage Dictionary. He is an educational consultant on The American Heritage Children's Dictionary and wrote the foreword to Curious George's Dictionary (Houghton Mifflin Harcourt, 2008). Shane's participation is sponsored by Houghton Mifflin Harcourt.

Myra Zarnowski
Professor, Department of Elementary and Early Childhood Education, Queens College, CUNY
Myra teaches courses in nonfiction literature and social studies and works with teachers and students in public school settings. Myra's two books–Making Sense of History: Using High-Quality Literature and Hands-On Experiences to Build Content Knowledge (Scholastic, 2006), and, History Makers: A Questioning Approach to Reading & Writing Biographies (Heinemann, 2003)–are based on her experiences working with children as they interpret history for themselves. These books show how to use a hands-on, sense-making approach to learning about the past. Myra enjoys bringing excellent nonfiction into schools to promote thinking and learning across the curriculum. She is also a contributor to journals, such as The Journal of Children's Literature, Dragon Lode, Children's Literature in Education, and Reading Teacher.

[back to top]