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Participants in the series include leading professionals in reading
and learning disabilities, as well as excellent teachers and tutors
in public, parochial and private schools, and most of all, children
from kindergarten through sixth grade, who demonstrated their ability
to learn when the strategies for learning are in place.
Judith R. Birsh, Ed.D., LDLA
Consulting Editor
Teacher and Master Teacher Trainer for over thirty years
at Teachers College, Columbia University and Graduate School
of Education, Fordham University, New York
Editor: Multisensory Teaching of Basic Language Skills (Brookes
Publishing Company)
Educators and Medical Professionals Participating in Series:
G. Reid Lyon, Ph.D.
Chief, Child Development and Behavior
Branch (Learning Disabilities), National Institutes of Health
Martha Bridge Denckla, M.D.
Professor of Neurology, Pediatrics, and
Psychiatry,
Johns Hopkins Medical School
Louisa Cook Moats, Ed.D.
Clinical Associate Professor of Pediatrics
University of Texas, Houston Health Science Center
Former Director, Early Reading Interventions
Project, NICHD,
Washington, D.C.
Marilyn Jager Adams, Ph.D.
Visiting Scholar, Harvard University Graduate School of
Education
Author: Beginning to Read and Phonemic Awareness in Young
Children
Joyce Steeves, Ed.D.,
Distinguished Faculty Member, Master
Teacher Trainer,
Johns Hopkins University
Barbara A. Wilson
Director of Wilson Language Training
Chair, National Advisory Board, Simmons College Language
and Literacy Education Program
Former consultant, Bridges to Practice project for the National
Institute for Literacy.
Nancy Mather, Ph.D.
Associate Professor, University of Arizona/
Tucson
Department of Special Education, Rehabilitation, and School
Psychology.
Co-author: Learning Disabilities and Challenging Behaviors:
A Guide to Intervention and Classroom Management (Brookes
Publishing Co.)
Betsy Busch, M.D.,
Pediatrics, Tufts University Medical
School
and many more teachers, teacher trainers,
educational therapists, physicians, parent advocates and
children.
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