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We are very pleased to announce the amazing speaker lineup for our 2026 conference!

Dr. Joanna Christodoulou – Friday’s Keynote Speaker

Dr. Joanna Christodoulou is Professor at the MGH Institute of Health Professions in Boston whose research integrates neuroscience, psychology, and education to understand how children learn to read and why reading can be challenging for some learners. She directs the Brain, Education, and Mind (BEAM) Lab, which examines how brain systems, learner characteristics, and classroom contexts interact to shape reading outcomes. Her affiliations have extended to Harvard and MIT, reflecting a commitment to teaching and research collaborations.

Dr. Christodoulou’s impact has received recognition from leading organizations, including the International Dyslexia Association, International Mind, Brain, and Education Society and the Learning & the Brain Foundation. She has published widely on reading and related topics in online resources, edited books, and peer-reviewed journals. Dr. Christodoulou collaborates with educators, clinicians, and policymakers to translate research into practical insights that support students and their learning success.

Claude Goldenberg, Ph.D. – Saturday’s Keynote Speaker

Claude Goldenberg, Ph.D., is Nomellini & Olivier Professor of Education, emeritus, in the Graduate School of Education at Stanford University. He currently publishes a Substack, We must end the reading wars…. now, which is free to all users. A native of Argentina, his areas of research and professional interest have centered on promoting academic achievement among language minority children and youth. Prior to his arrival at Stanford, Goldenberg was Professor of Teacher Education, Associate Dean of the College of Education, and Executive Director of the Center for Language Minority Education and Research (CLMER) at California State University, Long Beach. Goldenberg received his A.B. in history from Princeton University and M.A. and Ph.D. from Graduate School of Education, UCLA. He has taught junior high school in San Antonio, TX, and first grade in a bilingual elementary school in the Los Angeles area.

Goldenberg was a National Academy of Education Spencer Fellow in 1986-88. In 1993 he received the Albert J. Harris Award (with Ronald Gallimore) from the International Reading Association for an article in Educational Researcher describing how beginning Spanish reading achievement improved at an elementary school where he taught first grade and conducted research on home and school influences on early literacy development. In 2004 he received the Distinguished Faculty Scholarly and Creative Activities Award from California State University, Long Beach. In 1997 he produced “Settings for Change,” a video describing a 5-year school improvement project that raised literacy achievement in a largely Latino, bilingual elementary school in the Los Angeles area. A book based on this project, Successful School Change: Creating Settings to Improve Teaching a Learning, was published in 2004 by Teachers College Press. Research stemming from the project (in collaboration with Bill Saunders, Ronald Gallimore, and Brad Ermeling) won the 2010 Best Research Award from Learning Forward.

Goldenberg co-authored Promoting Academic Achievement among English Learners: A Guide to the Research(with Rhoda Coleman; Corwin, 2010) and was co-editor of Language and Literacy Development in Bilingual Settings (with Aydin Durgunoglu; Guilford, 2011). He was on the National Research Council’s Committee for the Prevention of Early Reading Difficulties in Young Children and on the National Literacy Panel, which synthesized research on literacy development among language-minority children and youth.

Scroll below to read more about all of our breakout session speakers.

Breakout Session Speakers!

alphabetically by last name

Kelly Ash, Ph.D., M.S., Certified Dyslexia Interventionist District Literacy Lead and READ Act Coordinator	Kelly Ash, Ph.D., is a literacy leader and researcher whose work focuses on adolescent literacy, structured literacy, and educational leadership. She holds a Ph.D. in Change Leadership in Digital Age Learning and Instruction and a Master of Science in Literacy, and she is a Certified Dyslexia Interventionist with extensive training in the Science of Reading and LETRS. As a District Literacy Lead and READ Act Coordinator, she coaches literacy resource teachers and leads systems-level work to align secondary instruction with evidence-based practice. Her research examines how middle school teachers conceptualize word recognition instruction and how leadership identity shapes systemic change.
Janna M. Berry, Ed.D.	Jenna M. Berry Ed.D. is an educator and researcher at Weber State University, specializing in literacy. Her areas of focus include cross-linguistic transfer and literacy frameworks for multilingual learners. She is an alumna of Mount St. Joseph University’s doctoral program. She has served as a reading analyst for the National Council on Teacher Quality (NCTQ) and is a member of The Reading League and the Society for the Scientific Study of Reading.
Kristin Bjorn, M.S.	Kristin Bjorn has been a reading intervention teacher at the elementary school level and a private reading tutor for the past 11 years. Prior to that, she taught kindergarten and 1st grade and ESL. Kristin has a bachelor’s degree in Spanish and Chinese from Middlebury College, a master’s of science in curriculum design from Western Governors, and she is currently a doctoral student at Utah State University. She is LETRS trained and has training and experience in 95% Phonics, Lindamood Bell LiPS, SPELLlinks, and Phonographix.
Shantell Blake, Ed.D.	Shantell Blake, Ed.D., is the Vice President of Education at Reading Horizons, where her work over the past 20 years has focused on teacher training, content development, and school consultation, with an emphasis on effective implementation. She has trained thousands of educators nationwide on the science of reading and dyslexia. Shantell holds an M.A. in Education with a Reading Science concentration and dyslexia certification, advanced Orton-Gillingham training, and is LETRS and CERI certified. She earned her Doctorate of Education from Mount St. Joseph University, where her research focused on teacher feedback, implementation science, explicit instruction, and increasing student engagement and academic outcomes. Passionate about literacy, she is dedicated to ensuring effective reading instruction for all students, especially those with dyslexia.
Judy Bloomberg, M.D.	Judy Bloomberg Schenkein is a general pediatrician with an emphasis on mental health. Dr. Bloomberg graduated from Northwestern University with a BA in Biochemistry, Molecular & Cell Biology and from Washington University School of Medicine with an M.D. She is a Fellow of the American Academy of Pediatrics.
Dr. Jamie Davis	Dr. Jamie Davis is a Texas Educational Diagnostician with extensive experience supporting literacy achievement, intervention systems, and special education services. She served as a Reading Academy Cohort Leader, providing coaching and professional learning to educators focused on evidence-based reading instruction and student achievement. Dr. Davis currently contributes to statewide instructional materials reviews and quality assurance initiatives while supporting schools in implementing structured literacy practices, multi-tiered systems of support, and effective assessment procedures. She is currently pursuing certification as a Certified Academic Language Therapist (CALT) to further expand her expertise in dyslexia intervention and literacy instruction.
Janelle Davis, Admin Coordinator within Teaching and Learning for Jeffco Public Schools	Jannelle Davis has a 20-year career as an Assistant Principal, Instructional Coach, CLDE Teacher Leader, Classroom Teacher and Literacy Interventionist. For the past three years, she has been pivotal in overseeing the READ Act and the universal screener rollout. Jannelle holds an M.A. in Educational Leadership and Policy Studies from the University of Denver. Martha and Jannelle are deeply committed to ensuring equitable, high-quality literacy and learning experiences for every student.
Mandy Harris, B.S., M.Ed., Senior Literacy Consultant	Mandy Harris, B.S., M.Ed. began her career counseling at-risk teens and adults in alternative sentencing programs. As a licensed social worker, she traveled across the state, partnering with schools and families. After earning a second degree in K-8 education, she taught first and second grade in rural Western Colorado and later became a Certified Academic Language Practitioner specializing in K-5 dyslexia intervention. She is now a Senior Literacy Consultant with the CDE supporting dyslexia initiatives, grant implementation, and west-central regions.
Melody Ilk, M.A.	Melody Ilk, M.A., founder of Literacy Transformations, LLC, is a nationally recognized literacy consultant with more than 20 years of experience supporting schools, districts, and state education agencies nationwide. She has served as a LETRS facilitator since the program’s first edition was released in 2002 and is the lead author and facilitator for LETRS for Administrators through Lexia Learning. Melody partners with states and districts to guide large-scale literacy implementation efforts, helping schools build scientifically based literacy systems and infrastructures through the development of comprehensive assessment plans, data-analysis processes, differentiated tiers of instruction, and collaborative leadership structures.
Brie Johnson, Senior Literacy Consultant with Multilingual Learner Focus	Brie Johnson started her teaching career as a Peace Corps volunteer in Nicaragua. She holds an M.A. in Curriculum, Instruction & Teaching with a concentration in Urban Education from the University of Denver. She worked in Aurora supporting Multilingual Learners and as a bilingual teacher in Denver supporting literacy development across languages. Most recently, she received training from the University of Colorado, Boulder to create and teach language-focused writing lessons designed to enrich instruction for emergent bilingual students. Brie is a Senior Literacy Consultant supporting Multilingual Learners at the CDE.
Katherine Kinsman, Director of Landmark Outreach	Katherine (Kate) Kinsman is the Director of Landmark Outreach, leading professional development to improve outcomes for students with dyslexia and learning disabilities. She is also an adjunct professor and subject matter expert at Southern New Hampshire University, designing courses on executive function and inclusive practices. Kate brings over 20 years of experience in special education, educator development, and nonprofit leadership, including roles at The Posse Foundation and Citizen Schools. She holds master’s degrees in Public Administration from NYU and Special Education from Simmons College.
Jill Lauren, M.A.	Jill Lauren, M.A., is a nationally recognized expert in reading and writing instruction for students with learning disabilities. She holds a B.S. and M.A. in Learning Disabilities from Northwestern University and has over 40 years of experience teaching students of all ages. Jill has trained educators nationwide in structured, multisensory approaches to literacy instruction. She is the author of That’s Like Me and Succeeding with LD, as well as numerous articles and a book chapter. Jill is the creator of Whole Phonics and a proud Orton-Gillingham practitioner.
Morgan Lipton, M.A., CCC-SLP	Morgan Lipton, M.A., CCC-SLP, is a Speech-Language Pathologist with experience in various clinical settings. Lipton was a Clinical Supervisor at CU Boulder and has worked in private practice and contracts with Adams 12, BVSD, DPS, and DCSD, JeffCo, and St. Vrain Valley School Districts. She is a member of both ASHA and IDA.
Morgot Marcou, Outreach Lead Faculty	Margot Marcou joined Landmark School in 2010 and currently serves as a part-time lead faculty member for Landmark Outreach. She previously served as the high school’s Prep Program Assistant Director and Lead Teacher, and directed the Skills+ Summer Program from 2016 to 2023. Leveraging over a decade of specialized experience, she founded Margot Marcou Coaching LLC in 2023, providing executive function coaching to college students. Margot holds a B.A. from Mount Holyoke College and an M.Ed. from Simmons University.
Alexandra Marquez, Instructional Coach	Alexandra Marquez is an Instructional Coach in Early Childhood Education for Cherry Creek School District, Colorado.
Lynni Nordheim, M.Ed.	Lynni Nordheim, M.Ed, is passionate about supporting teachers to implement evidence-based practices to dramatically improve literacy outcomes. She has worked in public education for 22 years and has served as a classroom teacher, reading interventionist, literacy coach, and district-level specialist in major urban districts in Las Vegas, Boston, and Denver. She is a Wilson Certified Dyslexia Practitioner, and sits on the Board of the Colorado Reading League as the Director of Adolescent Literacy Initiatives. Lynni’s recent work has focused on system-wide literary change at the district level, both in Denver and in Douglas County. She currently serves as the District Dyslexia Specialist in the Douglas County School District, a large school district in Colorado, where she works relentlessly to build district structures and professional learning opportunities to ensure all striving readers get the support they need, and all teachers are equipped with the knowledge and skill to provide it. Lynni is also an adjunct instructor in the School of Education at MSU Denver, and a CORE Learning Literacy Consultant.
Stella Rios Nowell, NBCT Literacy Lecturer	Stella Rios Nowell has a M.A. in ESL and a re-certified NBCT. She is an Assistant Lecturer at the University of Wyoming specializing in courses for elementary literacy. She is working toward her PH.D. in Literacy Instruction and earned her Advanced Knowledge Classroom Teacher Certificate from IDA in 2025.
Craig Nydick, Dept. of Ed, Office for Civil Rights Attorney	Craig Nydick is an attorney with the U.S. Department of Education, Office for Civil Rights (OCR). Aside from his tenure with OCR, Craig was an elementary and middle school teacher, a plaintiff-side employment lawyer, and worked for the U.S. Department of Labor. Craig has been with OCR for about a decade and has resolved hundreds of cases through investigation and mediation, which is recent focus as OCR Denver’s mediation coordinator.
Stacey Prusak, M.Ed.	Stacey Prusak, M.Ed., is an Instructional Design Coach at The Schenck School in Atlanta, Georgia. The school’s mission is to serve children with dyslexia-related learning differences using the Orton-Gillingham approach. Stacey enhances the quality of teachers’ lessons in ways that lead to improved student achievement by connecting research and practice in the classroom. She is also a Fellow-in-Training with the Orton-Gillingham Academy. In this capacity, she trains, observes, and provides feedback to teachers working towards Associate and Certified level certifications with the Academy.
Erin Pzinski, Ed.D.	Erin Pzinski, Ed.D. is the Training Specialist Manager in the Professional learning Department at Acadience. Dr. Pzinski has over 19 years of experience as a classroom teacher and K-12 literacy facilitator and also serves as an adjunct professor at Marian University. A 2024 graduate of the Reading Science doctoral program at Mount St. Joseph University, she is passionate about bridging the gap between literacy research and classroom practice to improve outcomes for all students.
Christina Rodriguez, M.Ed.	Christina Rodriguez, M.Ed., is the Founder and CEO of Tumbleweed Publishing, a literacy company dedicated to improving outcomes for striving readers. With over 20 years of experience as a classroom teacher, district leader, and educational publishing executive, she specializes in developing research-aligned materials for older striving readers, multilingual learners, and neurodiverse students. Christina holds a Bachelor’s degree in Interdisciplinary Studies and a Master’s degree in Reading and Literacy. Her work is grounded in the Science of Reading and focused on accelerating literacy outcomes for diverse learners.
Dr. Shane Saeed, Elementary ELA Curriculum Coordinator	Dr. Shane Saeed is an Elementary ELA Curriculum Coordinator in Longmont, Colorado. Shane has earned her doctorate in executive leadership with an emphasis in educational equity. She is passionate about sharing strong instructional practices that support all students. Shane is the author of Be the Flame: Sparking Positive Classroom Communities which outlines high-yield tangible strategies to cultivate strong positive relationships with all stakeholders. She is a national speaker and presenter as well as the co-host of the Vrain Waves podcast where teachers and educational giants alike share their insights on classroom practices. Shane was named as one of 20 Emerging Leaders for ASCD in 2022 and one of ISTE’s 20 to Watch in 2024. She has also co-developed a structured morphology program for grade 4 and 5 built on the principles of structured literacy. Finally, Shane enjoys collaborating with teachers across the globe via her Instagram, TikTok, and Twitter (X).
Martha Shehan, Director in Teaching and Learning for Jeffco Public Schools	Martha Shehan is a Director in Teaching and Learning for Jeffco Public Schools and leverages a distinguished 40-year career spanning roles as a K–4 teacher, ESL Teacher, Reading Specialist, Instructional Coach, Principal, and Central Leader. Martha is the driving force behind Jeffco’s Universal Dyslexia Screener initiative and leads the district’s Dyslexia Advisory Committee.
Hunter Smith, Multilingual Learners with Educational Disabilities Specialist	Hunter Smith is the Multilingual Learners with Educational Disabilities Specialist at the Colorado Department of Education and was born and raised in Denver, Colorado. He began his teaching career as a bilingual teacher in the primary grades in Denver Public Schools. Subsequently, he became a special educator for students with mild/moderate needs. He holds an MA degree in Educational Equity and Cultural Diversity from the BUENO Center at CU Boulder. He believes that race, language, gender, culture, and unique abilities are assets and that we must examine our beliefs about intersectionality to promote academic success for ALL students.
Jana Thomas, M.Ed.	Jana Thomas, M.Ed., is an Instructional Design Coach at The Schenck School in Atlanta, Georgia, and has her Associate Level Certification in the Orton-Gillingham Academy. In her role at The Schenck School, she works with students and teachers, applying the Orton-Gillingham approach throughout content areas, including math. Through the intersection of math and literacy, evidence-based techniques and systematic instruction are implemented, helping connect concepts from arithmetic to algebra. She is passionate about helping students with learning differences feel successful and proud, and helping them meet their amazing potential.
Dr. Jennifer Throndsen, Educational Consultant	With over 20 years of experience in education, Jennifer Throndsen, PhD, has worked across classroom, school, district, and state levels, bringing a systems-level perspective to her work. Her career spans roles as an elementary and middle school teacher, instructional coach, adjunct faculty member, district specialist, state-level administrator, and author. She holds a Master’s Degree in Elementary Education, a Graduate Certificate in Administration, and a Doctorate in Curriculum and Instruction. Her work focuses on designing, implementing, and evaluating educational policies and practices, with particular expertise in literacy and instructional improvement.
Mary Todd, M.Ed., Assistant Literacy Lecturer, Elementary Education Program Coordinator	Mary Todd, M.Ed., is an Assistant Lecturer in Literacy Education and Elementary Education Program Coordinator at the University of Wyoming. After 18 years as a kindergarten and first-grade teacher, she now prepares future educators to implement evidence-based literacy instruction through coursework, practicum experiences, and teacher preparation initiatives.
Karen Tzanetopoulos, SLP and Math Learning Expert	Karen Tzanetopoulos is a speech-language pathologist and math learning expert, recognized for her expertise in the complex role of language in mathematical thinking, problem solving, and conceptual understanding, as well as in applying the science of reading to learning math. She supports schools and school districts through research-based professional development that improves math instruction and expands access for children with dyslexia, linguistically diverse learners, and those with dyscalculia. She co-authored the book How Children Learn Math: The Science of Math Learning in Research and Practice (Routledge, 2023) after completing two National Science Foundation (NSF) grants on math language and cognition. She continues to work with students with dyslexia and dyscalculia.
Anne Whitney, Ed.D., CCC-SLP	Anne Whitney, Ed.D., CCC-SLP, is a speech-language pathologist, literacy consultant, and retired clinical professor at the University of Colorado. Dr. Whitney is a certified National Trainer for Louisa Moats’ Language Essentials for Teachers of Reading and Spelling (LETRS), and co-author of LETRS for Administrators.