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Advisory Council 

The Rawson Saunders School Advisory Board is a volunteer council of local and national authorities in the areas of dyslexia research, education, business, and community leadership. The Advisory Board provides expertise, guidance and support for our administration and programs.

Marilyn J. Adams, Ph.D. is the author of Beginning to Read: Thinking and Learning about Print, Phonemic Awareness in Young Children, and the literacy advisor formerly for PBS's Sesame Street and now for Between the Lions. Her current research is focused on uses of automatic speech recognition as an instructional resource for providing one-on-one reading and comprehension support and also as a research tool for understanding reading patterns as a function of reading ability and text characteristics. Dr. Adams is currently a Visiting Professor in the Cognitive and Linguistic Sciences Department at Brown University and Chief Scientist for Soliloquy Learning. She holds a Ph.D. from Brown University in cognitive and developmental psychology.

Joyce Bilgrave co-founded Jemicy School, a nationally recognized school for dyslexics in Baltimore, and led the effort to found Rawson Saunders School. She now runs Durango Mountain Camp, a summer camp for dyslexics, which she began in Durango, Colorado.

Suzanne Carreker, Ph.D., CALT, is Principal Education Content Lead at Lexia Learning Systems in Concord, MA and was formerly Senior Vice President of Innovative Solutions at Neuhaus Education Center in Houston, TX. Dr. Carreker is a frequent speaker at national and international conferences and is the author of numerous systematic literacy curricula, journal articles, and textbook chapters on reading and spelling. Currently, she serves on the Board of the International Dyslexia Association as Secretary and is coordinating IDA’s new certification program for teachers of reading.

Pam Craig, CALT, received her Bachelor of Science degree in Elementary Education from Texas Christian University. She taught in the public school setting for five years before she began her family. She was involved in a host of volunteer organizations until 1987 when she developed the after-school care and enrichment program at St. Andrew’s Episcopal School, which she has directed for more than two decades. In 1991, she became a Certified Academic Language Therapist, working privately with students for twelve years. Beginning in 2003, she left her private practice to become the part-time Learning Specialist at St. Andrew’s Episcopal School, moving to full-time in the fall of 2006. Also in 2003, a group of CALTs gathered and decided to form a support organization for therapists in and around Austin, and she was asked to be the first president of the Austin Area Chapter of the Academic Language Therapy Association. Pam was on the Founding Committee of Rawson Saunders School and served two terms on the school’s first Board of Directors.

Charles Haynes, Ph.D., is an Associate Professor and Clinical Supervisor in the Graduate Program in Communication Sciences and Disorders at the MGH Institute of Health Professions in Boston. He served as a teacher, Research Coordinator and Director of Speech-Language Services at the Landmark School from 1979-1992, where he and colleagues pioneered a language-based curriculum for children with expressive language impairments and dyslexia. At the Institute of Health Professions, Dr. Haynes and colleague Dr. Pamela Hook formulated the first graduate program in the U.S. to offer dual-teacher certification in both Speech-Language and in Reading with a unitary curriculum. He lectures nationally and internationally, and has given keynote or invited lectures in Japan, Israel, Kuwait, Cyprus, Brazil, Czech Republic, and Canada. He has served on the Board of Directors of the International Dyslexia Association (IDA) since 1997, and is on the Advisory Boards of the Japan Dyslexia Research Association and the Center for Applied Special Technology. His practical and research interests include:  early detection and intervention for dyslexia, cross-linguistic comparisons of children with reading disabilities, and methods for teaching oral and written expression.

R. Malatesha (Malt) Joshi, Ph.D., is a professor of literacy education at Texas A&M University, where he teaches and conducts research relating to language and literacy, assessment and intervention in reading and spelling problems. He is the editor of Reading and Writing: An Interdisciplinary Journal which is ranked as one of the top ten journals in education and educational research. He also serves on the editorial boards of five other journals. He has received funding from NATO to conduct institutes on literacy and cognition during the last twenty years, the most recent one in Italy in 2001. He is the co-author/co-editor of over a dozen volumes; the most recent one is the Handbook of Orthography and Literacy published by Lawrence Erlbaum. His papers have appeared in Journal of Learning Disabilities, Journal of Attention Disorders, Neuropsychologia, School Psychology Review, and Psychological Reports. He has presented or lectured in different countries including Russia, UK, Sweden, Norway, France, Portugal, Italy, China, Singapore, Spain, and Qatar.  He has been on the board of directors of The International Dyslexia Association since 2001 and the secretary of the same since 2003.

Louisa Moats, Ed.D., is the Director of Professional Development and Research Institute with Sopris West Educational Services. Dr. Moats specializes in the implementation of schoolwide interventions for improving literacy. She directed the NICHD Early Reading Initiative. She is the author of many books, chapters, and articles including Speech to Print: Language Essentials for Teachers, Parenting a Struggling Reader, and LETRS (Language Essentials for Teachers of Reading and Spelling). Currently she holds a position on The International Dyslexia Association board and chairs the Publication Committee.

Susan Patteson, M.Ed., CALT, is the Region 13 Education Service Center Dyslexia Specialist providing support in all areas of dyslexia services to public and charter schools. She is a Certified Academic Language Therapist and a Certified Wilson Reading System Lead Trainer. She has taught in public schools and is certified the areas of Early Childhood, English as a Second Language, Elementary Education, Secondary Reading, Special Education, and as a Master Reading Teacher.

Kathy Synatschk, Ph.D., LPC, received her Ph.D. in Special Education from the University of Texas at Austin. She has been the Director of Counseling for the Austin Independent School District, a high school counselor, a school social worker, a special education teacher, and a counselor educator. She trains and consults on counseling issues at the local, state, national, and international levels. She is currently adjunct professor at Texas State University and the Executive Editor at PRO-ED, Inc.

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