Lead author Louisa C. Moats, Ed.D., is a nationally recognized authority on literacy education and is widely acclaimed as a researcher, speaker, consultant, and trainer. Dr. Moats received her doctorate in reading and human development at the Harvard Graduate School of Education and has served as an adjunct professor of psychiatry at Dartmouth Medical School. She has also been a teacher, school psychologist, and licensed psychologist in private practice.
In addition to LETRS, Dr. Moats is known for her many publications on reading instruction, the professional development of teachers, and the relationship between language, reading, and spelling. Recently, Dr. Moats released LANGUAGE! Live, a new blended literacy intervention that combines technology, motivation, and intervention to support students in building foundational skills and reaching the rigorous expectations of the CCSS.
Mary Dahlgren, Ed.D., has more than 20 years of experience teaching children and training teachers. She is a certified instructor by the Academic Language Therapy Association and is an Alphabetic Phonics therapist. Mary has served as a consultant for the Region VII Comprehensive Center in Oklahoma since 1999 and as an evaluator on the E-TEAM for the national evaluation of the Reading Success Network. Dahlgren is the coauthor of “Preparing Teachers for the 21st Century: A Conversation Among Multiple Stakeholders” in Perspectives on Reading: Preparing Teachers for the 21st Century (Norman, OK: University of Oklahoma Press, 2002).
Judi is a national LETRS trainer She worked for 20 years as a special education teacher and educational consultant. Judi is the author of 50 Nifty Activities for 5 Components and 3 Tiers of Reading Instruction, 50 Nifty Activities for Speaking and Listening: for Oral Language and Comprehension and The Literacy Intervention Toolkit that aligns with DIBELS sand fosters engagement during intervention. Judi consults on issues related to school change, teacher knowledge and literacy achievement.
Antonio A. Fierro
Antonio Fierro, Ed. D. is an adjunct faculty member at the University of Texas, El Paso and the University of Colorado at Colorado Springs and an instructor and research associate for Sopris West, Inc. Dr. Fierro is a nationally recognized trainer, educator and contributing author of reading programs and professional development modules for teachers. With extensive experience in the field of education, Dr. Fierro has become a highly regarded reading consultant, with a special interest in the English language learner and students with reading disabilities. He is a national instructor of the distinguished teacher curriculum authored by Louisa Moats, Language Essentials for Teachers of Reading and Spelling, LETRS, as well as a certified DIBELS trainer. As a kindergarten teacher, Dr. Fierro was also recognized as the Texas Elementary Teacher of the Year.
Deborah R. Glaser
Deborah R. Glaser, Ed.D received her doctorate in Curriculum and Instruction with specific focus on reading and school reform from Boise State University. She is an educational consultant and professional development provider with expertise in reading assessment and a vast knowledge of instructional methods derived from trusted research. During Dr. Glaser’s many varied years in education she has experienced both classroom and learning disability instruction and served as Director of Education of the Lee Pesky Learning Center, in Boise, Idaho, where she oversaw the development of remedial programs for individuals with dyslexia. She has assisted universities with the development of research-based reading curricula and established training and consultation programs to support the success of state and national reading initiatives. Dr. Glaser was advisor to Idaho’s Legislative Reading Committee and a principal author of Idaho’s Reading Initiative in 1999.
Susan L. Hall
Susan L. Hall, Ed.D., is founder and president of 95 Percent Group, Inc., an education consulting and professional development company that focuses on early childhood literacy. Much of her current work focuses on professional development to help teachers learn to use DIBELS data to plan intervention instruction for struggling readers. Hall is the author of I’ve DIBEL’d, Now What?: Designing Interventions With DIBELS Data (Sopris West Educational Services, 2005). Her earlier works, coauthored with Louisa Moats, include Straight Talk About Reading (Contemporary Books, 1998) and Parenting a Struggling Reader (Random House, 2002). Hall is coauthor of LETRS Module 7, Second Edition.
Danielle M. Thompson
Danielle Thompson, Ph.D. CCC-SLP obtained her doctorate in Literacy Studies with an emphasis in Reading Disabilities & Dyslexia from Middle Tennessee State University. She also has a master’s degree in Speech, Language and Hearing Sciences from the University of Colorado-Boulder. She has worked with various populations from preschool to high school as a speech language pathologist, reading instructor, co-teacher, researcher, professional development provider, and consultant in numerous districts across the country. At present, her research focuses on how morphological awareness and prosodic sensitivity contribute to word reading and text comprehension in multi-syllabic words in the upper elementary years. She is a National Trainer for Language Essentials for Teachers of Reading and Spelling (LETRS) and has worked across the country with a significant portion of her career in bush Alaska. Danielle’s greatest desire is that she can provide teachers with the knowledge, confidence and passion needed to make changes and provide children with the most effective reading instruction they can offer.
Carol Tolman, Ed.D., is a national educational consultant and reading specialist for several departments of education, districts, and schools. Tolman has an extensive background in the public school system, having worked as a special educator for more than 25 years. It is her passion to pass along information about reading to others so that they may be as empowered as she was in making a difference in the lives of her students. Tolman is coauthor of LETRS Module 1, Second Edition; author of the LETRS Presenter’s Kits, and coauthor of “Working Smarter, Not Harder: What Teachers of Reading Need to Know and Be Able to Teach” (IDA Perspectives, 2005).
Anne Whitney, Ed.D., CCC-SLP, is a clinical professor in the Speech, Language, Hearing Sciences Department at the University of Colorado, Boulder. She has extensive clinical and teaching expertise in language learning disabilities, with particular expertise in dyslexia. She has taught numerous university courses and has trained graduate students clinically in methods for assessment and intervention of dyslexia and other language learning disabilities. Her background includes working in public school settings from grades K-12, teaching in regular classrooms and special education classes. Dr. Whitney is coauthor of Games and Activities for Readers and Spellers, Instructional Resource Guide for Teachers, A Coach’s Guide to Teaching Reading Essentials, and SPELL-Links to Reading and Writing-2. Dr. Whitney serves on several state literacy committees and is a past member of the board of directors of the Rocky Mountain Branch of the International Dyslexia Association.
LETRS® (Language Essentials for Teachers of Reading and Spelling) professional development responds to the growing need for high-quality literacy educators. Developed by literacy expert Louisa C. Moats, Ed.D., LETRS provides the deep foundational knowledge necessary to understand how students learn to read, write, and spell—and why some of them struggle. LETRS:
- Is based in real-world experience and the science of reading
- Prepares educators to diagnose why some students fail to learn to read, write, or spell
- Increases effectiveness of any core or supplemental program
- Provides strategies and activities that can be implemented immediately
Open trainings provide in-depth program training—including program research, materials, methods, and implementation. Using an interactive, practice-driven training process, the training session prepares participants to immediately begin implementing the program. Open trainings are offered on a per-person tuition bases and are a great opportunity for smaller groups and individuals to receive training.
The initial face-to-face training session provides in-depth program training—including program research, materials, methods, and implementation. Using an interactive, practice-driven training process, the training session prepares participants to immediately begin implementing the program. Face-to Face trainings are a great opportunity to receive training district, or school-wide.
LETRS Foundations of Reading Instruction offers educators the opportunity to access more than 30 hours of instruction online. This course includes video lectures by Dr. Louisa Moats and National LETRS Trainer Dr. Deborah Glaser, online exercises and activities, and links to recommended resources, relevant research, and online text from LETRS Foundations. Specific topics include oral language, vocabulary, comprehension, phonemic awareness, phonics, fluency, assessment, progress monitoring, and effective teaching recipes. The course runs 10 weeks from date of purchase. Graduate credit available through Framingham State College.
The LETRS Modules 1-3 course teaches how children learn to read, why some struggle and fail, and explains the necessary understanding of phonemic awareness, phonics and word study, and spelling. It provides more than 30 hours of online course content and is based on video lectures by national LETRS trainer Carol Tolman and LETRS creator Louisa C. Moats, video modeling of instruction, online exercises and activities, links to recommended resources, relevant research, and excerpts from the LETRS Interactive CD-ROM Series. The course runs 10 weeks from date of purchase. Graduate credit available through Framingham State College.
The LETRS Modules 4-6 course focuses on the knowledge required for effective instruction in vocabulary, fluency, and reading comprehension. It emphasizes the interconnectivity of all elements of reading instruction, and provides more than 30 hours of video lecture by LETRS creator Louisa C. Moats, video modeling of instruction, online exercises and activities, links to recommended resources, relevant research, and excerpts from the LETRS Interactive CD-ROM Series. The course runs 10 weeks from date of purchase. Graduate credit available through Framingham State College.
Research clearly shows the value on ongoing professional development. The transference of learning from an initial training session is increased by up to 90% when ongoing support and coaching are built in to the implementation model. Support days are built around the specific needs of the district, and can include working with individuals at the district, school, and teacher level. Support days may include refresher training, teacher observations and feedback, modeling lessons, and data analysis.
Training of Trainers (TOT) provides a challenging, intensive training experience that prepares participants to train other educators in their district. Building local training capacity has been shown to increase fidelity, sustainability, and quality of instruction—resulting in greater student achievement. TOTs are a great opportunity to receive training district, or school-wide.
Training of Trainers (TOT) provides a challenging, intensive training experience that prepares participants to train other educators in their district. Building local training capacity has been shown to increase fidelity, sustainability, and quality of instruction—resulting in greater student achievement. Open TOT trainings are offered on a per-person tuition bases and are a great opportunity for smaller groups and individuals to receive training.