Meet Stephanie– a literacy leader, author, and MTSS expert helping schools boost reading outcomes.
Join Stephanie for virtual and in-person keynotes, workshops, and trainings that inspire and equip educators.
Partner with Stephanie for coaching, consulting, community, and tailored professional development.
An exclusive membership program for classroom teachers, leaders, and administrators ready to deepen their understanding and application of reading science.
A step-by-step course for literacy leaders, coaches, and teachers responsible for implementing MTSS in the classroom.
Support your team in implementing the book MTSS for Reading Improvement with monthly live guidance from the authors.
Apply the science of reading with the CORE Sourcebook through self-paced learning, practical tools, and collaborative support.
Free grouping worksheets, assessment audit templates, a progress monitoring guide, and more to help classroom teachers get started.
Free routines and checklists to help educators bring the science of reading into their classroom starting today.
Watch a 13-minute video, complete with printable handouts educators can use to advocate for the science of reading with administrators and parents.
Free resources to help you get started in your quest to prepare future educators.
An evidence-based training and advocacy group for professors working to bring the science of reading to frontline classrooms.
An expert’s guide to the best dyslexia books for teachers to deepen your science of reading and MTSS knowledge. Practical, research-based, and classroom-ready.
If you’ve been following the recent conversation about phonemic awareness, you may be experiencing a range of thoughts and emotions that include avoidance, confusion, and disappointment. I’ve felt all of those, and more!
Lucy Calkins reveals what she doesn’t (yet) know about the science of reading in her recent post in a Facebook group called Units of Study in Writing TCRWP. Her comments reveal that she is the one demonstrating “misunderstandings and misconceptions”.
Lately I’ve been hearing from so many teachers and administrators who have caught the reading science fever. Woo hoo! Something you read or heard acted like a spark, lighting a fire in those old nagging feelings about the balanced literacy approach not working well enough for your students. Suddenly you see the light and you want to get everyone around you just as excited as you are.
