READ 180 Authors and Advisors
READ 180 is built on over twenty years of scientifically-based research and an ongoing collaboration of the country’s leading researchers and reading experts. READ 180 Next Generation was developed in careful consultation with our core authors.
Dr. Ted Hasselbring
READ 180 Senior Program Author, System 44 Author
“The power of adaptive technology can help even the most reluctant reader become successful.”
Dr. Hasselbring is a Professor of Special Education at Peabody College of Vanderbilt University. Over the past twenty-five years, Dr. Hasselbring has conducted research on the use of technology for enhancing learning in students with mild disabilities and those who are at-risk of school failure.
Dr. Hasselbring has authored more than 100 articles and book chapters on learning and technology and serves on the editorial boards of six professional journals. He is also the author of several computer programs, including READ 180. Between 2000 and 2006, Dr. Hasselbring left Vanderbilt and served as the Executive Director of the National Assistive Technology Research Institute at the University of Kentucky. In the fall of 2006, Dr. Hasselbring returned to Vanderbilt, where he had been a Professor of Special Education and Codirector of the Learning Technology Center for 18 years. Dr. Hasselbring is a graduate of Indiana University, earning a Bachelor of Science Degree in 1971, a Master of Arts in Teaching Degree with a major in Biology in 1972, and an Ed.D. in Special Education in 1979.
READ 180 Lead Researcher and Designer
“Foundational skills are critical for the development of competent readers, and using adaptive technology to develop these skills affords every student an entry point for success.”
Ms. Goin designs and develops educational software for at-risk and special needs learners. She specializes in combining cognitive research with highly effective multimedia instructional practices.
Ms. Goin has been instrumental in the design and development of a number of instructional software packages for reading, mathematics, and writing. Previously, Ms. Goin was an instructional designer and project director at Vanderbilt University’s Learning Technology Center. While at Vanderbilt, Ms. Goin coordinated multimedia research projects in the areas of literacy, mathematics, science, and higher education technology integration. Currently, she consults with publishers on the design of instructional software and provides training on reading intervention for struggling readers. Ms. Goin is a graduate of the University of Missouri, earning a Bachelor of Science Degree in 1975. In 1985, she received a Master's degree in Special Education from Peabody College of Vanderbilt University. From 1975 until 1984, Ms. Goin was a teacher of children with physical and mental disabilities and varying exceptionalities.
Dr. Kate Kinsella
READ 180 Senior Program Advisor, Coauthor rBook, LBook
“We have a major responsibility to help students become more flexible learners and be prepared to succeed within a diversity of academic and professional settings.”
Dr. Kinsella teaches coursework at San Francisco State University addressing academic language and literacy development in linguistically and culturally diverse classrooms. She is coauthor, with Dr. Kevin Feldman, of Scholastic's READ 180 Intervention Program interactive teaching curricula called the rBook.
Dr. Kinsella publishes and provides consultancy and training nationally, focusing upon responsible instructional practices that provide second-language learners and less proficient readers in grades 4–12 with the language and literacy skills vital to educational mobility. Dr. Kinsella is also the lead author of the READ 180 LBook, a companion to the READ 180 rBook. The LBook prepares, supports, and extends rBook instruction for all students. The LBook ensures all READ 180 students, especially English language learners at different language proficiency levels, are able to access the academic language, word learning strategies, and grammar required to participate in accelerated instruction toward ELA grade-level standards.
Dr. Kevin Feldman
READ 180 Senior Program Advisor, Coauthor rBook
“The motto in an active participation classroom is ‘learning is not a spectator’s sport—if it’s worth doing then we all need to do it!’”
Dr. Feldman's career in education spans thirty-six years. As the Director of Reading and Early Intervention for SCOE, he develops, organizes, and monitors programs related to K-12 literacy and prevention of reading difficulties.
Dr. Feldman serves as a Leadership Team Consultant to the California Reading & Literature Project, is a consultant to the CalSTAT Statewide Special Education Reform Project, and assists in the development and implementation of PreK-12 programs throughout California and across the nation. Dr. Feldman is coauthor, with Dr. Kate Kinsella, of Scholastic's READ 180 Intervention Program interactive teaching curricula called the rBook. He is also a frequent speaker, has contributed a number of articles to professional journals, and has developed several reports for task forces and initiatives.
Marilyn Jager Adams, Ph.D.
Cognitive and Linguistic Sciences Department
Brown University Dr. Marilyn Jager Adams holds a Ph.D. from Brown University in cognitive psychology and developmental psychology and is internationally regarded for her research and applied work in the area of cognition and education. Recipient of the American Educational Research Association's Sylvia Scribner Award for outstanding research, Dr. Adams's contributions include the landmark book, Beginning to Read: Thinking and Learning About Print (MIT Press). She is cited in the 2000 Politics of Education Yearbook as one of the five most influential people in the national reading policy arena.
Milton Chen, Ph.D.
Senior Fellow and Executive Director, Emeritus
The George Lucas Educational Foundation Dr. Chen has been a leading figure in educational media for more than 20 years. He joined The George Lucas Educational Foundation as executive director in 1998, bringing new leadership to its mission of gathering and disseminating the most innovative models of K-12 teaching and learning in the digital age. Before that, he was the founding director of the KQED Center for Education & Lifelong Learning, in San Francisco, delivering educational services for teachers, parents, and community groups in support of public television programming. He has been a director of research at the Children's Television Workshop, in New York, and an assistant professor at the Harvard Graduate School of Education.
Most recently, Chen has served as a consultant to Children Now, the Educational Development Center, the Foundation for Advancements in Science and Education, and Scholastic. He received an AB in social studies from Harvard College and an MA and Ph.D. in communication research from Stanford University.
Sharon M. Draper
Author, Educator, and 1997 National Teacher of the Year
Sharon Draper’s books include the Hazelwood High Trilogy: Tears of a Tiger (winner of the first Coretta Scott King/John Steptoe Award for New Talent), Forged by Fire (winner of the 1998 Coretta Scott King Award), and Darkness Before Dawn, as well as Romiette and Julio.
A former high school English teacher and the 1997 National Teacher of the Year, Ms. Draper currently travels around the country speaking at educational conferences. She lives in Cincinnati, Ohio.
Senior Fellow for the International Center for Leadership in Education (ICLE)
Policy Coordinator for SMARTER Balanced Assessment Consortium Dr. Susan Gendron served as the Maine Commissioner of Education until May 2010 when she assumed the role of Policy Coordinator for the SMARTER Balance Assessment Consortium. In 2010 she was named a Senior Fellow for ICLE. Dr. Gendron’s career in education spans 38 years serving as a teacher, school principal, assistant superintendent, and superintendent. In her roles she has encouraged school systems to move to a learner-centered system of standards-based education; is an advocate for graduating all students ready for college, career and citizenship; and has led the reorganization effort of Maine’s school systems. During her tenure, Maine joined with three other states to administer a common assessment for reading and mathematics. She has served as President of the Council of Chief State School Officers Board, as Chair of the Regional Educational Laboratory Northeast and Islands Board, and as trustee of the University of Maine System. Dr. Gendron has received many honors, including the State Education Technology Directors Association–2008 Pushing the Envelope Award and the Jobs for America’s Graduates–2009 National Education Leadership Award.
Founder of New Horizons in Education, Inc. and former teacher
Jo Gusman grew up in a Spanish speaking farm-working family who experienced the challenges that non-English speakers face in the United States. Based on her childhood experiences as a “limited English speaker”, she truly understands the complexities and multiple variables that surround the English language learner.
Jo began her teaching career in 1974 as a bilingual instructional assistant, and later attended California State University, Sacramento where she received her Bilingual Cross-Cultural teaching credential and Masters. Jo was a Bilingual Education teacher for many years, and in 1981 her career led her to the nationally known Newcomer School, where Jo worked in a multilingual setting with refugee and immigrant K-8 students. It is there where she developed her many brain-based ESL strategies. Because of her extensive experience and exceptional work with English language learners, she has been featured on national television, and is the recipient of numerous awards, including President Ronald Reagan’s recognition for teaching excellence.
Presently, Jo provides educators, students, parents, and policy makers with professional development language and literacy seminars throughout the world.
David Rose, Ed.D.
CAST (Center for Applied Special Technology) In 1984, Dr. David Rose helped to found CAST (Center for Applied Special Technology) with a vision of expanding opportunities for all students, especially those with disabilities, through the innovative development and application of technology. Dr. Rose specializes in developmental neuropsychology and in the universal design of learning technologies.
In addition to his role at CAST as Founding Director/Chief Scientist of Cognition & Learning, Dr. Rose lectures at Harvard Graduate School of Education where he has been on the faculty for over twenty years. He has been the lead researcher on a number of U.S. Department of Education grants and now is the principal investigator for two national centers to develop and implement the National Instructional Materials Standard (NIMAS). He is the coauthor of Teaching Every Student in the Digital Age: Universal Design for Learning (ASCD, 2002) and is frequently a keynote speaker at regional and national educational conferences. Dr. Rose has testified before the U.S. Senate’s Appropriations Subcommittee on Labor, Health and Human Services, and Education, and he advises state departments of education on policies related to the education of students with disabilities. Dr. Rose received his doctorate from the Harvard Graduate School of Education.
Scholastic Education Cindi Sanchez joined the Scholastic family in 1998 as an educational consultant. Her experience in staff development and training encompasses all areas of literacy instruction: Reading Intervention, English as a Second Language, Bilingual Education, and core Elementary and Secondary disciplines. Most recently, she has taken on a new role as an Implementation Manager in the Central Region.
Ms. Sanchez holds a Master’s Degree in Education with specialization in reading instruction, and her teaching career spans 10 years in the Texas Public School system. She is dedicated to helping all students succeed, and in providing educators with current research knowledge and instructional strategies.
The education publishing industry opened its doors to Cindi nearly 23 years ago. She has provided professional development, product training, in-classroom support, and hands-on workshops throughout the United States, Puerto Rico, the Caribbean, Mexico and Germany; including the Department of Defense Dependent Schools. Target audiences have included a wide range of educators: from Pre-Kindergarten to high school teachers, administrators, supervisors and coaches. Topics of instruction include best practices in reading, writing, reading intervention, second language acquisition, math, science, social studies, and theoretical practices in education. Cindi resides in San Antonio, TX.
Tonya Ward Singer
Language Development Literacy Consultant
Coauthor of the READ 180 LBook “The power of adaptive technology can help even the most reluctant reader become successful.” Tonya Ward Singer is a language development and literacy consultant with extensive classroom experience helping English language learners and striving readers succeed. Tonya Ward Singer is coauthor, with Dr. Kate Kinsella, of Scholastic's language development curriculum called the LBook. She works extensively with the Sonoma County Office of Education and multiple school districts across California to train teachers and administrators, coach in classrooms, and facilitate program improvement to ensure that all students succeed.
Julie A. Washington, Ph.D.
Professor, Language & Literacy Initiative
Department of Educational Psychology
Georgia State University Julie A. Washington, Ph.D. is a Professor in the Department of Educational Psychology and Special Education at Georgia State University, Program in Communication Disorders. In addition, Dr. Washington is an affiliate faculty of Georgia State University’s Language and Literacy Initiative, a unique research initiative focused on the Challenges of Acquiring Language and Literacy. Dr. Washington’s work focuses on understanding cultural dialect use in young African American children with a specific emphasis on language assessment, literacy attainment, and academic performance. Her work with preschoolers has focused on understanding and improving the emergent literacy skills necessary to support later reading proficiency in high risk groups, with a special focus on the needs of African American children.
Dr. Washington’s research program is currently addressing the following key areas: 1) the role of cultural- linguistic variation, socioeconomic status and other social risk factors on language use and development for African American students and their families, 2) the role of language in the attainment of early literacy skills by African American preschoolers and kindergartners, and 3) prevention of language and reading impairments in high-risk preschoolers and kindergartners. Dr. Washington’s research program is funded by the National Institutes of Health-National Institute on Deafness and Other Communication Disorders, U.S. Department of Education, and the Wisconsin Institutes for Discovery.