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Marie Alcock is a consultant specializing in the areas of curriculum, instruction, and assessment design. She has spent the last 20 years working in public and private education as a teacher, administrator, and public advocate.

Sandi Novak, a consultant, has more than 30 years of experience in education and has served as an assistant superintendent, principal, and teacher.

Erica Martin is a literacy specialist at Kildeer Countryside School District 96, located in the northwest suburbs of Chicago. She has experience as a district leader, reading interventionist, and classroom teacher.

Jacqueline Heller focuses on building capacity and collective efficacy with teachers, to ensure all students learn at high levels. As a literacy teacher and coach at Mason Crest Elementary, she helped the school become the first National Model Professional Learning Community to receive the DuFour Award.

Lindsay Yearta, PhD, is an assistant professor of education at Winthrop University in Rock Hill, South Carolina. Lindsay specializes in digital literacies, critical literacy, and the use of digital tools to meet the needs of students.

Katie Stover Kelly, PhD, is an associate professor of education at Furman University in Greenville, South Carolina. A former elementary teacher and literacy coach, her research interests include teacher preparation and development in the areas of literacy instruction and assessment.

Kathy Perez, EdD, is a professor emerita at Saint Mary’s College of California. She has extensive teaching experience as a general and special educator, literacy/ESL coach, administrator, and curriculum/staff-development coordinator.

Mary K. Gove, PhD, is professor emeritus at Cleveland State University and specializes in promoting a balanced approach to literacy education. Dr. Gove formerly taught grades K–6 and worked in an urban district as a full-time professional developer.

Catlin Goodrow is an intervention teacher and instructional coach at the Spokane International Academy in Spokane, Washington.

This session explores the Big 5 components of reading: phonemic awareness, phonics, vocabulary, fluency, and comprehension. Educators will gain practical, evidence-based strategies, examine how neuroscience informs instruction, and learn how to apply these practices within a response to intervention (RTI) framework to support all learners.