HELP Distinguished Scholars

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Created The Writing Rope: A Framework for Explicit Writing Instruction in All Subjects. Discussed skills and strategies for efficient writing and how writing strengthens reading ability. Founded Keys to Literacy, nationwide professional development training and consulting for PreK-12 educators.

Author of The Reading Comprehension Blueprint—Helping Students Make Meaning from Text. Examined the complexity of comprehension and provided an instructional framework, aligned with the science, that addresses the multiple skills and knowledge base necessary to demonstrate and apply learning. Past IDA president, recipient of the Margaret Byrd Rawson Lifetime Achievement Award.

Discussion based on her book Learning in a New Language: A Schoolwide Approach to Support K–8 Emergent Bilinguals. Former director of the Minnesota Center for Reading Research, developers of PRESS—Path to Reading Excellence in School Sites. Authored, co-authored, or edited more than 20 books, including the acclaimed Words Their Way series.

Three literacy partners—Bethany Lutheran College, Bethel University, and HELP—sponsored a private, online viewing of Kareem Weaver's highly acclaimed documentary The Right to Read, followed by a 50-minute panel discussion with seven MN literacy leaders.  Weaver, an Oakland, CA, NAACP activist, calls reading “the greatest civil rights issue of our time.” 

Award-wining journalist, producer of groundbreaking podcasts on literacy, including "Sold a Story—How Teaching Kids to Read Went So Wrong." Keynote speaker at University of Minnesota's kick-off event for Literacy Learning for Leaders, a comprehensive professional development initiative for principals and other school leaders created by HELP and the UMN Principals Academy.

Reading specialist and coach for 15 years, later taught at the University of Oregon and Texas A&M University. Widely published research in reading fluency, academic assessment and interventions, and instructional coaching. Author and co-author of several books, including Conquering Dyslexia; Reading Fluency; Student-Focused Coaching; and Educators as Physicians; as well as assessment tools and curriculum materials.

Educational linguist and author of  Spelling for Life, Language for Life, and Reading for Life. Awarded a linguistics degree at University College London and has worked in the field for more than 25 years. Aligned with The International Dyslexia Association, based in the US, and Code Read Dyslexia Network in Australia. Instructional strategies work well with all students, including those with dyslexia and other reading challenges.

Professor emeritus of psychology from SUNY Cortland. New York State certified school psychologist with 28 years of experience in schools. Reading researcher and  author of Essentials of Assessing, Preventing, and Overcoming Reading Difficulties, and Equipped for Reading Success. Co-editor, with R. M. Joshi and Richard Wagner, Reading Development and Difficulties: Bridging the Gap Between Research and Practice. 

Professor in literacy, language, and culture in the School of Education and also in the combined program in education and psychology at the University of Michigan. Served as Co-Principal Investigator of projects funded by the Institute of Education Sciences, the National Science Foundation, the Spencer Foundation, the George Lucas Educational Foundation, and other organizations. Awarded the International Literacy Association’s William S. Gray Citation of Merit for outstanding contributions to research, theory, practice, and policy.

Vilas Research Professor and Donald O. Hebb Professor in the Department of Psychology. author of Language at the Speed of Sight—How We Read, Why So Many Can't, and What Can Be Done About It. Internationally renowned cognitive scientist / neuroscientist / psycholinguist who has studied language, reading, and dyslexia for more than 30 years.

Stern Family Chair of Reading Success and Chair of the Department of Educational Psychology, University of Minnesota. Research focused on (1) promoting teachers' use of data-based decision-making and evidence-based instruction and (2) developing intensive, individualized interventions for students for whom generally effective instruction is not sufficient. 

MN Department of Education Dyslexia Specialist. PhD in clinical psychology, Duke University; specialized training at UNC-Chapel Hill addressing developmental and learning disabilities and school-based intervention  MA in Education, University of Virginia; former pre-K-12 teacher; education policy researcher at Duke University, clinical psychologist in private practice, and educational consultant for school districts in Minnesota and Michigan.

Manuel J. Justiz Endowed Chair in Education and executive director of the Meadows Center for Preventing Educational Risk at the University of Texas. Co-Author: RTI in the Common Core Classroom—A Framework for Instruction and Assessment. Topic: Meeting literacy standards for all students, including those with dyslexia and other reading difficulties

Professor of Education at Florida State University and Director Emeritus of the Florida Center for Reading Research. Editor: The Challenges of Implementing Effective Reading Interventions in Schools. Topic: "Successful Early Literacy Interventions."

Warner Professor in the Division of Leadership and Innovation in Teachers College at Arizona State University. Co-Author: Writing to Read. Topic: "How Writing Can Improve Reading."

Academic Dean and  Juliana W. and William Foss Thompson Professor of Education and Society at Harvard Graduate School of Education. Author: Making Assessment Matter. Topic: "Using Test Results to Differentiate Reading Instruction."

Henry Lee Shattuck Professor of Education at Harvard Graduate School of Education. Editor: Knowledge to Support the Teaching of Reading. Topic: "What Happens When Reading Breaks Down?"

John DiBiaggio Professor of Citizenship and Public Service;  Director of the Center for Reading and Language Research; and Professor in the Eliot-Pearson Department of Child Study and Human Development, Tufts University. Author: Proust and the Squid. Topic:"The Science of the Reading Brain."