Across the Full Literacy Continuum
 
Having taught literacy from pre-K through college, I understand how early instructional decisions echo for years. I help educators see literacy as a developmental continuum—not isolated grade-level skills.

Gaps Don’t Appear—They Accumulate

Struggling readers aren’t the result of a single missed strategy. They reflect patterns that compound over time. My work focuses on identifying root causes and aligning instruction before gaps become ceilings.

Instruction Grounded in Real Classrooms

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My approach is shaped by lived classroom experience—not theory alone. Every strategy is grounded in what actually works with real students, real constraints, and real complexity.

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Literacy Shaped by Belief and Practice

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How educators understand literacy influences how they teach it. I help teams examine both instructional practice and the beliefs that quietly limit student access and growth.

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