Committed to Educational Equity Through Raising Achievement for All Students

At CORE, we believe that educational equity starts with all students having access to high-quality, rigorous content and effective instruction. For 26 years, CORE has worked as a trusted partner with more than 100,000 educators at preK-12 schools and districts across the country to realize that vision. We work collaboratively with educators to provide professional learning and ongoing support to implement strong curriculum, robust instruction and effective assessment practices. Our professional learning is firmly grounded in evidence-based practices and culturally responsive teaching. We focus on literacy, specifically the science of reading, and mathematical knowledge as the levers to achieve educational equity and social justice for all students, especially those who have historically been marginalized and traditionally underserved: students living in poverty, students of color, English learners, and students with disabilities.

How Our Journey Began

In 1995, acclaimed author Linda Diamond and former California Superintendent Bill Honig founded CORE in response to California’s crisis in reading achievement and to the systemic instructional inequities that most impacted students of color. Knowing that literacy is a critical lever to achieving educational equity and social justice, their solution was to share with educators evidence-based research and practices on the most effective ways to teach children to read and help them implement instruction that works. CORE expanded their mission in 2009 to include evidence-based math practices.

In 2017, CORE became a subsidiary of Pivot Learning, the largest and most experienced non-profit technical assistance provider for school districts in California. Together, CORE and Pivot Learning are committed to improving education and raising achievement for our nation’s most vulnerable students.

Our Ongoing Work to Support Educational Equity

CORE’s team of expert and experienced preK-12 literacy and math consultants helps schools apply the six principles of effective professional learning that lead to school-wide academic improvement. Whether they’re working in a Yupiit school in a remote Alaska village or with educators in the heart of a bustling urban center, our consultants lay a foundation of evidence-based knowledge as they support schools in building their own capacity for effective, evidence-based instruction.

CORE helps schools achieve
and maintain results

Working with CORE, Lincoln Elementary School in Delta County School District (CO) made extraordinary gains in literacy

Ensuring every classroom has a star
teacher in it

Eagle County School District, CO

CORE Leadership Team

As educators and business leaders, we put our skills and expertise to work to help educators perform at their highest levels.
Get to know our passionate, dedicated team.

  • Linda Diamond, M.Ed.
    Linda Diamond, M.Ed.
    President and author of Teaching Reading Sourcebook
Linda Diamond, M.Ed.
President and author of Teaching Reading Sourcebook

Linda Diamond, CORE’s President, previously served as a public school teacher, principal, Director of Curriculum and Instruction for a K–12 school district, and Senior Policy Analyst with an emphasis on school to career, charter schools, and school reform. Mrs. Diamond is also the co-author of CORE’s professional books Teaching Reading Sourcebook, Assessing Reading: Multiple Measures and Vocabulary Handbook.

  • Mark Simmons
    Mark Simmons
    Chief Operating and Financial Officer
Mark Simmons
Chief Operating and Financial Officer

Mark Simmons, CORE’s Chief Operating and Financial Officer, brings more than 20 years experience building the financial management, administrative and accounting  functions in  small and large organizations. Prior to CORE, Mark held senior financial and accounting positions with firms in the service and manufacturing sectors including GEA, Guess? and Crimson Consulting Group. Mark is a specialist in strategic planning and partnerships, operations processes, ROI, internal control, cost management and margin improvement. Mark holds a Master’s Degree in Finance from the University of Colorado, Denver.

  • Dale W. Webster, Ph.D
    Dale W. Webster, Ph.D
    Chief Academic Officer
Dale W. Webster, Ph.D
Chief Academic Officer

Dale Webster is CORE’s Chief Academic Officer. He leads the Educational Services division and is responsible for the day-to-day operations, training, and quality control of CORE’s educational consulting and management staff. Dale brings 20 years of experience in teaching, professional development/technical assistance, research, state-level policy work and administration, and curriculum development to schools and districts across the country.

Dale earned a bachelor’s degree in liberal studies and a California Multiple Subjects Teaching Credential from San Diego State University, a master’s degree in educational psychology from the University of Houston, and a Ph.D. in education at the University of California, Irvine, where his research focused on vocabulary development for English learners. Dale has served on the California Curriculum Commission, an advisory body to the California State Board of Education on curriculum frameworks and textbook adoptions, as well as numerous other state and local educational panels. Dale is also president of Interactions for Peace, a nonprofit organization that teaches peaceful problem-solving skills to youth, and he is a board member of the San Diego branch of the International Dyslexia Association.

  • Dean Ballard
    Dean Ballard
    Director of Mathematics
Dean Ballard
Director of Mathematics

Dean Ballard is the Director of Mathematics for CORE. Dean holds a Master’s degree in math education from Sonoma State University (SSU) and secondary teaching credentials for both mathematics and English. Dean has 18 years of experience in the classroom teaching all levels of math from 5th grade through AP Calculus. Additionally, he has 20 years’ experience as a math consultant providing professional development for both elementary and secondary math teachers, writing curricular and exam materials, directing programs, and speaking at local and national math events (NCTM, NCSM, NABE, CABE, CMC, TODOS and others). As CORE’s Director of Mathematics since 2010 Dean has developed CORE’s math trainings, overseen CORE’s expert math team and services, and worked extensively with schools, teachers, and consultants on effective instruction and implementation of rigorous standards through their core and intervention programs. Dean is a member of NCTM (National Council of Teachers of Mathematics), NCSM (National Council of Supervisors of Mathematics), CMC (California Math Council), and TODOS: Mathematics for All.

  • Carrie Thomas Beck, Ph.D
    Carrie Thomas Beck, Ph.D
    Director of Literacy
Carrie Thomas Beck, Ph.D
Director of Literacy

Dr. Carrie Thomas Beck is CORE’s Director of Literacy. She comes to CORE after working four years as the Dyslexia Specialist for the Oregon Department of Education (ODE). In 2019, Carrie received the Excellence in Leadership Award from the International Dyslexia Association (IDA) to recognize her contribution to improving outcomes for students with dyslexia in Oregon. Prior to joining the Department, Carrie worked as a Research Associate in the Center on Teaching and Learning (CTL) at the University of Oregon for ten years. Carrie developed and directed the CTL Reading Clinic at the university from 2008 through 2013. She also led the development of a reading endorsement program at the university and taught literacy courses in the College of Education. Carrie spent five years at the university co-directing the Oregon Reading First Center, a federally funded center that partnered with ODE to provide technical support in the area of early literacy to fifty elementary schools throughout the state of Oregon. Earlier in her career, Carrie worked as an Implementation Manager/Project Director for the National Institute for Direct Instruction (NIFDI). She has also worked as a curriculum specialist in language arts for Springfield School District in Oregon and has taught elementary and secondary special education in schools in Wisconsin and Illinois.

  • Brian Blanning
    Brian Blanning
    Director, Educational Services Operations
Brian Blanning
Director, Educational Services Operations

Brian Blanning is CORE’s Director of Educational Services Operations. He has been with CORE for more than 18 years and is responsible for client scheduling, materials fulfillment, consultant logistical support, editorial project management and event management.

Prior to CORE, Brian was a project manager with the San Francisco Chamber of Commerce and an event manager for a technology magazine.

  • Patty Carroll, Ph.D.
    Patty Carroll, Ph.D.
    Educational Services Manager
Patty Carroll, Ph.D.
Educational Services Manager

Patty Carroll, Ph.D., is a content specialist in literacy development, language acquisition, and assessment for students with and without disabilities. She also specializes in program implementation and evaluation and has a strong record of leadership in educational organizations that design and implement large-scale improvement projects in literacy and tiered support. In prior work, Patty served as a Research Scientist for the National Center for Research on Evaluation, Standards, and Student Testing at the University of California at Los Angeles (UCLA) and taught graduate courses at the University of Southern California and California State University at Dominguez Hills. She has also served for many years as a Senior Educational Consultant for the Consortium on Reaching Excellence in Education (CORE, Inc). Patty started her career as a high school English and ELD teacher and has served as a PreK-20 educator and demonstration teacher in the United States, Hungary, and Russia. Her research has been published in Language TestingReview of Research in Education, and Journal of Learning Disabilities. Patty holds a teaching credential and Master’s degree in Teaching English to Speakers of Other Languages and from California State University at Los Angeles. She holds a Master’s degree in Education and a Ph.D. in Education/Special Education and from UCLA.

  • Cris Goldy, M.Ed.
    Cris Goldy, M.Ed.
    Educational Services, Client Manager
Cris Goldy, M.Ed.
Educational Services, Client Manager

Cris Goldy is an Educational Services Consultant with CORE. She holds a bachelor’s degree in elementary education and a master’s degree in K–12 special education from Central Washington University. She received credentials in administration of teaching and learning from Walden University and administration certification from Western Governor’s University. She holds her teaching and administration licenses in both Alaska and Washington. Ms. Goldy brings 40 years of experience in diverse K-12 schools, districts and agencies to her work with CORE. She has taught primary grades and students with disabilities in grades K–12; served as migrant, bilingual, Title 1 and behavior specialist; and provided training and site support through Puget Sound Educational Service District and classes through Seattle Pacific University. Most recently Cris served as a curriculum director, district instructional leader and assistant principal for a remote Alaska Native community.

Cris worked for CORE from 2003 to 2014, serving as a consultant and Educational Services Manager. In that time, she worked with schools, districts, state and federal agencies in urban, suburban, and isolated rural school settings throughout the United States, including Alaska and Hawaii, providing training, site support and district/agency implementation guidance. In 2014 she answered a call to join a remote, isolated district in the Alaskan Arctic as director of curriculum, then took the challenge of supporting a school-wide reform initiative in a pre-K – 5th grade elementary school with 700 students. Having experienced great success in a difficult setting, Cris retired from full-time work in 2019 and has returned to CORE.

Cris provides services to schools, districts and agencies to support effective program implementation, multi-tiered systems of support, special education and special programs support, strategic improvement plans, instructional leadership, teacher development, training and coaching. Her specialties are administrative leadership, K-2 literacy, interventions and special education. She is excited to be back with CORE, maintaining her passion to ensure all children enjoy high levels of success in school.

 

  • Leah Guevara
    Leah Guevara
    Manager, Client Services
Leah Guevara
Manager, Client Services

Leah joined CORE in 2018 and provides administrative support to the Operations and Educational Services teams. Leah also works for Pivot Learning (since 2007) and manages the fee for service partnerships with school districts.

Prior to working at CORE and Pivot Learning Leah worked in field research at the RAND Corporation and Los Angeles Unified School District. She has a Bachelor of Arts in International Relations at the University of Southern California.

Our Roots

Founded on the belief that equity and social justice cannot be achieved unless every child receives a high-quality education

Since day one, CORE has strived to disrupt inequitable instructional policies and practices. We began our work in California in 1995 in response to the state’s crisis in reading achievement. We recognized that unless teachers have a strong understanding of the science of reading and are skilled in evidence-based instructional practices, many students will struggle to learn to read and never develop the literacy skills necessary to become independent readers, writers and thinkers. CORE started to design and offer personalized rigorous professional learning, workshops and deep, ongoing technical assistance, to build educators’ knowledge of the over 30 years of research on evidence-based practices that are proven to teach all children to be strong readers, including English learners and those with word-reading difficulties or dyslexia.

Recognizing that the specific program a school uses and how well it is implemented has a huge impact on student outcomes, CORE’s team developed expertise in curriculum implementation. Starting in 1997, CORE’s team of consultants began to focus on working with teachers and administrators to effectively learn and implement with fidelity the best high-quality programs available while simultaneously equipping educators with evidence-based practices and strong pedagogical knowledge. In 2009, CORE added math curriculum implementation and professional learning to its literacy focus. Today, CORE literacy and math consultants are among the strongest and most sought after in the country.

With our National Advisory Board — a prestigious group of educational leaders and researchers with expertise in MTSS, English language development, curriculum-based assessments, instructional leadership, special education, reading, dyslexia, and math — CORE remains committed to forging successful collaborations with the nation’s most at-risk districts to help them realize sustained academic improvement and educational equity.

CORE National Advisory Board

Our 2017-2018 National Advisory Board is composed of influential leaders in research-based strategies on literacy, mathematics, and professional learning. We are honored to have the benefit of these individuals’ experience and knowledge.

The Advisory Board meets annually to review current research and best practices on raising student achievement for a diverse set of learners.

  • Scott K. Baker, Ph.D.
    Scott K. Baker, Ph.D.
Scott K. Baker, Ph.D.

Dr. Baker is a Research Professor at the Center on Research and Evaluation (CORE) at Southern Methodist University (SMU), and a Senior Research Associate at the Center on Teaching and Learning (CTL), University of Oregon. He was the founding Executive Director of CORE and the Associate Director and Research Director of CTL. Dr. Baker has been Principal Investigator on numerous education grants from the Institute of Education Sciences and other federal agencies. Dr. Baker is interested in the role of scientific research in education policy and practice, especially related to improving student outcomes. He is particularly interested in the challenges faced by English learners and by children struggling with learning difficulties. Dr. Baker’s research has focused on developing and testing academic interventions, and the mechanisms that underlie effective interventions.

  • Elsa Cárdenas-Hagan, Ed.D.
    Elsa Cárdenas-Hagan, Ed.D.
Elsa Cárdenas-Hagan, Ed.D.

Elsa Cárdenas-Hagan is a bilingual speech and language pathologist, a certified teacher, dyslexia therapist, certified academic language therapist and a qualified instructor. Dr. Cárdenas-Hagan is the President of the Valley Speech Language and Learning Center in Brownsville, Texas and works with the Texas Institute for Measurement, Evaluation and Statistics at the University of Houston.

Elsa has spent the last 15 years working in national research projects sponsored by the National Institute for Child Health and Human Development and the Institute of Education Sciences, a research arm of the United States Department of Education. Each national project was related to the development of language and literacy skills among Spanish-speaking English learners. She has worked with teams of researchers designing assessments and interventions for English learners who struggle with reading.

Dr. Cárdenas-Hagan is currently the Chairperson of the National Joint Committee on Learning Disabilities, a Past-Vice- Chairperson of the International Dyslexia Association (IDA) as well as Past Editor-in-Chief of all IDA publications, Past Chairperson of the Texas State Board for Speech Pathology and Audiology and Past Chairperson of the Texas State Dyslexia Advisory Board. She has also served as a board member of the Academic Language Therapy Association, Southwest Regional Education Laboratory and Texas Comprehensive Center at the American Institutes for Research.

Elsa has written many scholarly articles, curricular programs, and book chapters related to the oracy and literacy development among English learners. She is currently working on a textbook for teaching English learners. It is her hope that pre-service teachers will have the opportunity to learn evidence-based practices for teaching literacy to a diverse population of students.

  • David Chard, Ph.D.
    David Chard, Ph.D.
David Chard, Ph.D.

David J. Chard, Ph.D., is the Dean ad Interim of Boston University’s Wheelock College of Education and Human Development and Professor of Special Education.  Prior to coming to BU, Dr. Chard served as the 14th President of Wheelock College. Dr. Chard has published more than 100 articles, monographs, book chapters, and books. He is a member of the International Academy for Research in Learning Disabilities and has served in leadership roles in numerous professional organizations. Dr. Chard has been a classroom teacher in California, Michigan, and in the U. S. Peace Corps in Lesotho in southern Africa. In October of 2011 Dr. Chard was nominated by President Barack Obama to serve on the Board of Directors of the National Board for Education Sciences.  He was confirmed in 2012 by the U.S. Senate and elected chair of the board in 2013. In 2016, he was reappointed by President Obama for a second 3-year term. He has served as a member of the All Stars National Board since 2016.

  • Steven P. Dykstra, Ph.D.
    Steven P. Dykstra, Ph.D.
Steven P. Dykstra, Ph.D.

Dr. Dykstra serves as a practicing psychologist for Milwaukee County, WI, serving children and families facing the most complex challenges. He directs a mobile crisis team as well as consulting and training on a variety of topics across the community.  Over the course of his more than 25 year career, he became a bold advocate on education, and reading in particular, because the fate of many of the children he sees, for whom their experience at school may be the life raft that keeps them afloat, or the weight that drags them to the bottom.

  • Sherril H. English, Ph.D.
    Sherril H. English, Ph.D.
Sherril H. English, Ph.D.

Sherril H. English, Ph.D. is a Clinical Associate Professor in the Simmons School of Education at Southern Methodist University. Dr. English teaches classes for in-service, graduate students in the Department of Teaching and Learning and for principal certification students in the Department of Educational Leadership. Certified in Elementary and Secondary education, Dr. English taught for over 15 years at all grade levels and served as a K-6 Principal for more than a decade.  Dr. English considers herself a “practitioner’s professor.”  In addition to university classroom teaching and learning, she provides one-on-one classroom support and coaching to novice teachers.

Over the course of Dr. English’s more than 35-year educational career, using an equity lens, she has advised and provided professional development training and collaborative support on school culture and equitable teaching practices to school districts and non-profits in the Dallas-Ft. Worth Metroplex and at various state conferences.

Dr. English’s research and scholarly interests are in encouraging educators to recognize and incorporate “student voice” in decision-making structures and practices for urban education students. She serves on the University’s Institutional Review Board and as an advisory member for SMU’s First-Generation College Student Initiative.

 

  • Claude Goldenberg, Ph.D.
    Claude Goldenberg, Ph.D.
Claude Goldenberg, Ph.D.

Claude Goldenberg, Ph.D. is Nomellini & Olivier Professor of Education, emeritus, Stanford University. He is author of Successful school change: Creating settings to improve teaching and learning (Teachers College); co-author with Rhoda Coleman of Promoting academic achievement among English lLearners: A guide to the research (Corwin); and co-editor with Aydin Durgunoglu of Language and literacy development in bilingual settings (Guilford). He has published and been on the editorial boards of various literacy and education academic and professional journals. Previous projects focused on improving literacy achievement among English Learners in elementary and middle school, language and literacy development among Mexican children in Mexico, and a randomized control trial of an early literacy intervention in Rwanda. Current projects include consulting for the US Department of Justice on English Learner issues and chairing a research advisory panel on early childhood education for Arizona’s First Things First.

  • Zaretta Hammond
    Zaretta Hammond
Zaretta Hammond

Ms. Hammond is a national education consultant and author of Culturally Responsive Teaching and the Brain:  Promoting Authentic Engagement and Rigor for Culturally and Linguistically Diverse Students. She holds a Master’s in Education in English Education, with a concentration in Writing from the University of Colorado, Boulder.

She is a former high school and community college expository writing instructor. Ms. Hammond has also served as adjunct instructor at St. Mary’s College School of Education in Moraga, California, where she taught The Foundations of Adolescent Literacy.  As a consultant, she has advised and provided professional development to school districts and non-profit organizations across the country around issues of equity, literacy, and culturally responsive teaching for the past 25 years.

  • Michelle K. Hosp, Ph.D.
    Michelle K. Hosp, Ph.D.
Michelle K. Hosp, Ph.D.

Michelle K. Hosp, Ph.D., is an Associate Professor of Special Education at the University of Massachusetts, Amherst. A nationally known trainer and speaker on problem solving and the use of progress monitoring data, she has worked as the Director of the Iowa Reading Research Center, a trainer with the National Center on Progress Monitoring and the National Center on Response to Intervention, and is currently on the technical review committee for the National Center on Intensive Intervention. Her research focus is on reading, and MTSS/RTI in relation to CBM and CBE. Dr. Hosp has published numerous articles, book chapters, and books related to reading and effective decision making practices.

  • Edward J. Kame’enui, Ph. D.
    Edward J. Kame’enui, Ph. D.
Edward J. Kame’enui, Ph. D.

Dr. Edward J. Kame’enui is a native Hawaiian, born in Hilo, Hawaii and raised in Kalihi on the Island of Oahu. He graduated from the Kamehameha Schools, a school for native Hawaiian children. Dr. Kame’enui’s scholarly interests are in reading, writing systems, language development, and academic interventions which he attributes to his experience growing up speaking “pidgin English” fluently, reading connected text infrequently and dysfluently, and communicating, albeit haphazardly, with his deaf mother and bigger twin brother.

From 2005-2007, Dr. Kame’enui served as the nation’s Founding Commissioner of the National Center for Special Education Research (NCSER) in the Institute of Education Sciences (IES), which serves as the research and statistical arm of the U. S. Department of Education. He has had the honor of speaking at the White House, participating in round tables and other WH events (e.g., UNESCO presentation in Paris) with then First Lady, Mrs. Laura Bush, and directing several national federal research and technical support initiatives on reading. He also served on the original advisory boards for the PBS television shows “Between the Lions” and WETA’s “Reading Rockets.” He is Dean-Knight Professor Emeritus  at the College of Education, University of Oregon.

Dr. Kame’enui has co-authored 20 college textbooks, including 5th editions of two books, on teaching reading, curriculum design, vocabulary instruction, higher order thinking, and classroom management. He has more than 200 publications including 120+ refereed research articles and 55 book chapters on a range of topics including learning disabilities, early reading intervention, vocabulary instruction and development, school-wide reading improvement, the design of high quality educational materials, and the architecture of instruction.

During the almost 30-year period from 1990 to his full retirement in 2018, Dr. Kame’enui and his colleagues at the Center on Teaching and Learning (CTL) (for which he is the Founding Director) were awarded more than $70 million of federal, state, and private research and training funds, which included directing and implementing several national and state reading and academic intervention initiatives.

  • Rick Miller, Ph.D.
    Rick Miller, Ph.D.
Rick Miller, Ph.D.

During his forty-year career in education, Dr. Rick Miller has been a teacher and principal at the elementary and secondary levels, instructed at the university level, and served as superintendent in six districts across two states, most recently Santa Ana Unified School District in California.

Over the course of his career, Dr. Miller has focused his efforts in school administration on school reform and improved student achievement in diverse settings. He has been at the forefront of 21st century learning, utilizing technology as a tool to provide students with equal access to education. During Dr. Miller’s five-year tenure in the Riverside Unified School District, he oversaw the deployment of 28,000 mobile computing devices to K-12 students for enhanced and personalized learning, in addition to the use of all-digital textbooks at the high school level. He has overseen the expansion of blended learning and virtual school programs, as well as nationally-recognized AVID programs and the creation of a STEM academy.

  • Louisa C. Moats, Ed.D.
    Louisa C. Moats, Ed.D.
Louisa C. Moats, Ed.D.

Dr. Moats has been a teacher, psychologist, researcher, graduate school faculty member, and author of many influential scientific journal articles, books, and policy papers on the topics of reading, spelling, language, and teacher preparation. She earned her master’s degree at Peabody College of Vanderbilt and a doctorate in Reading and Human Development from the Harvard Graduate School of Education. Dr. Moats spent fifteen years in private practice as a licensed psychologist in Vermont, specializing in evaluation and consultation with individuals of all ages and walks of life who experienced reading, writing, and language difficulties. Dr. Moats spent four years as site director of the NICHD Early Interventions Project in Washington, DC, where she testified to Congress three times on issues of teacher preparation and reading instruction in high poverty schools. Recently, she concluded ten years as research advisor and consultant with Voyager-Sopris Learning.

Dr. Moats was a contributing writer of the Common Core State Standards, Foundational Reading Skills for Grades K-5. In addition to the LETRS professional development series, Dr. Moats’ books include Speech to Print: Language Essentials for Teachers (Brookes Publishing); Spelling: Development, Disability, and Instruction (Pro-Ed); Straight Talk About Reading (with Susan Hall, Contemporary Books), and Basic Facts about Dyslexia. She is the lead author on a remedial program for adolescents called LANGUAGE! Live.

  • Mark Shinn, Ph.D.
    Mark Shinn, Ph.D.
Mark Shinn, Ph.D.

Dr. Shinn is a Professor of School Psychology at National-Louis University and a nationally recognized consultant to schools across the country, including state departments of education, on implementation of a problem-solving model including RtI. He is the recipient of the APA Division 16 2003 Jack Bardon Distinguished Service Award and is a member of the national Technical Review Panel for the Office of Special Education Programs (OSEP) Progress Monitoring National Technical Assistance Center. Mark has edited two books on curriculum-based measurement and published more than 75 journal articles and book chapters on the topic. He also co-edited three editions of Interventions for Academic and Behavior Problems: Preventive and Remedial Approaches, published by NASP.

  • Shane Templeton, Ph.D.—Advisor Emeritus
    Shane Templeton, Ph.D.—Advisor Emeritus
    Board Member Emeritus
Shane Templeton, Ph.D.—Advisor Emeritus
Board Member Emeritus

Shane Templeton is Foundation Professor Emeritus of Literacy Studies at the University of Nevada, Reno. A former classroom teacher at the primary and secondary levels, Shane did his graduate work at the University of Virginia, receiving his M.Ed. and Ph.D. degrees in Education there. Shane’s research has focused on developmental word knowledge in elementary, middle, and high school students. He has published in a number of research and practitioner journals, and is co-author of Words Their Way; Vocabulary Their Way: Word Study for Middle and Secondary Students; Words Their Way with Struggling Readers, Grades 4-12; and Words Their Way with English Learners. His other books include Teaching the Integrated Language Arts, Children’s Literacy: Contexts for Meaningful Learning, and with Kristin Gehsmann, Teaching Reading and Writing: The Developmental Approach (K-8). Shane has contributed chapters to a number of research handbooks, including the Handbook of Reading Research (Vol. III), Handbook of Research on Teaching the English Language Arts, Handbook of Literacy and Technology, and The Encyclopedia of Education (2nd ed.).”

Since 1987, Shane has been a member of the Usage Panel of the American Heritage Dictionary. He is educational consultant on The American Heritage Children’s Dictionary. He is also consultant on and wrote the foreword to the recently published Curious George’s Dictionary.

Our Partners

We are proud to partner with other leading education companies to enhance and support our personalized professional learning services.

Pivot Learning
digiCOACH teacher coaching platform
Language Tree Online
Center for the Collaborative Classroom
Superkids Reading Program

How can we help?