News and Events
Our Past Events
RISE Speaker Series
RISE (Reading Instruction based on Science and Evidence) is a speaker series designed to help educators and others understand and implement the Ontario Right to Read recommendations. The Centre has had the opportunity to host multiple influential speakers to discuss their research and opinions on this topic.
Meet Our Speakers
Kim Lockhart
Kim Lockhart is an elementary teacher in Kingston, Ontario and an advocate for equitable access to evidence-based literacy instruction for students with reading disabilities. For the past 5 years, Kim has been using a structured literacy approach to reading and writing with her French Immersion students. She has an Orton-Gillingham Classroom Educator certificate, has completed several online Science of Reading courses, and has adopted a research-based approach to reading instruction for her FSL students. Kim also has a Master of Education degree from Queen's University.Dr. Donald Compton
Dr. Donald L. Compton is Professor of Psychology and Education at Florida State University and Director Emeritus of the Florida Center for Reading Research. His research involves modeling individual differences in the development of children's reading skills and the identification and treatment of children with reading disabilities.
Dr. Laura Steacy
Dr. Laura Steacy is an Associate Professor of Special Education and Reading Education at Florida State University and Research Faculty at the Florida Center for Reading Research. Before her academic career, she was a classroom teacher. Her research interests include reading development and interventions for students who have or are at risk for reading disabilities, including dyslexia.
Dr. Susan Brady
Susan Brady received her Ph.D. in Cognitive Psychology at the University of Connecticut in 1975 and is a Professor Emerita at the University of Rhode Island. She has held additional positions at the University of Sussex, St. Andrews University, and Haskins Laboratories. Concentrating on topics in the field of literacy, her research has focused on linguistic underpinnings of reading development and the nature of language weaknesses for struggling readers. In addition, she has been committed to translating the implications of the larger body of reading research for practice and has conducted multiple grant-funded professional development projects.
