Dr Louisa Moats has been a teacher, psychologist,
researcher, graduate school faculty member, consultant, and author
of many influential scientific journal articles, books, and policy
papers on the topics of reading, spelling, language, and teacher
preparation. She earned her bachelor of arts degree from Wellesley
College, her master's degree at Peabody College of Vanderbilt, and
her doctorate in reading and human development from the Harvard
Graduate School of Education. She began her professional career as
a neuropsychology technician, teacher of students with learning
disabilities, curriculum director in a residential school, and
education specialist in a hospital learning clinic. After
completing her doctorate, she spent 15 years in private practice as
a licensed psychologist in Vermont, specializing in evaluation and
consultation with individuals of all ages who experienced learning
problems in reading and language. Subsequently, she was employed as
the Visiting Scholar in the Sacramento County Office of Education,
where she helped obtain a 1 million dollar grant to write teacher
training materials for California's reading initiative.
Dr. Moats spent the next 4 years as site director of the National
Institute of Child Health and Human Development (NICHD) Early
Interventions Project in Washington, D.C. This longitudinal,
large-scale project was conducted through a grant to the University
of Texas, Houston, under the direction of Barbara Foorman. It
investigated the causes and remedies for reading failure in
high-poverty urban schools. Evidence from the study strongly
supported the value of in-depth training for teachers on the
essential components of effective instruction. During the last two
decades, Dr. Moats has focused her efforts on developing courses
and workshops for teachers based on her experiences at the
Greenwood Institute in Vermont, St. Michael's College in Vermont,
the NICHD Early Interventions Project in Washington, DC, the
California Reading Initiative, and Reading First. Those
professional development materials are called LETRS: Language
Essentials for Teachers of Reading and Spelling, published by
Voyager Sopris Learning. Dr. Moats' other publications include, in
addition to many journal articles, Spelling: Development,
Disability, and Instruction (York Press/PRO-ED, 1995);
Straight Talk About Reading: How Parents Can Make a Difference
During the Early Years (with Susan Hall; Contemporary Books,
1999); Parenting a Struggling Reader: A Guide to Diagnosing and
Finding Help for Your Child's Reading Difficulties (with Susan
Hall; Broadway, 2002); Basic Facts About Dyslexia and Other
Reading Problems (with Karen Dakin; International Dyslexia
Association, 2007). She is also well known for authoring the
American Federation of Teachers' (1999) Teaching Reading Is
Rocket Science: What Expert Teachers of Reading Should Know and Be
Able to Do.
Dr. Moats' awards include the prestigious Samuel T. and June L.
Orton award from the International Dyslexia Association for
outstanding contributions to the field; the Eminent Researcher
Award from Learning Disabilities Australia; and the Benita Blachman
award from the Reading League.
Includes all a teacher needs to know about the English language in order to teach reading and writing . . . a must-read for all teachers. --Marcia K Henry, Ph.D.
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