Louisa Cook Moats, Ed.D., has published many book chapters, journal
articles, and policy papers on reading instruction. Formerly
Project Director at the District of Columbia Public Schools site of
the National Institute of Child Health and Human Development
(NICHD) Early Interventions Project, Dr. Moats is now an
independent consultant and writer who specializes in the
professional development of teachers of reading and writing. Dr.
Moats spent the 1996-1997 school year as a visiting scholar at the
Sacramento County Office of Education, where she authored and
presented leadership training materials on early reading for the
California State Board of Education. These materials are now
required content in all of the professional development programs
conducted under Assembly Bill 1086 in California. Dr. Moats
received her Bachelor of Arts degree from Wellesley College, her
Master of Arts degree from Peabody College of Vanderbilt
University, and her doctorate of education in reading and human
development from the Harvard Graduate School of Education. She
worked as a teacher, neuropsychology technician, and specialist in
learning disorders prior to her doctoral training. She was a
licensed psychologist in private practice for 15 years in Vermont
and a graduate instructor both at Harvard and at St. Michael's
College in Winooski, Vermont, where she developed innovative
courses for teachers linking the disciplines of linguistics and
reading education. Specializing in reading development, reading
disorders, spelling, and written language, she has written and
lectured widely throughout the United States and abroad. She has
taught courses in teacher education at the Greenwood Institute in
Putney, Vermont, and at Simmons College in Boston. Her publications
include this text's companion workbook, Speech to Print Workbook:
Language Exercises for Teachers (Paul H. Brookes Publishing Co.,
2003); journal articles; book chapters; a classroom basal spelling
program; a book titled Spelling: Development, Disability, and
Instruction (York Press, 1995); and a book for parents, co-authored
with Susan L. Hall, Straight Talk About Reading: How Parents Can
Make a Difference in the Early Years (Contemporary Books, 1999).
"Group intervention, individual sessions, classroom collaboration, even RTI--this program has a place in today's standards-based literacy curriculum. This is a gem!" --Judy K. Montgomery, Ph.D., CCC-SLP
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