Charles Haynes, Ed.D., CCC-SLP
Dr. Haynes is a Professor in the Department of Communication Sciences and Disorders at MGH Institute of Health Professions in Boston. While at the Landmark School in the 80’s and 90’s, he helped to pioneer language-based curricula for children with dyslexia and expressive language impairments. He received his doctorate from the Harvard Graduate School of Education under Dr. Jeanne Chall, and has longstanding interests in early diagnosis of dyslexia in different languages as well as in effective strategies for diagnosing and treating reading and writing difficulties. In 2014, he was the recipient of the International Dyslexia Association’s Margaret Byrd Rawson Lifetime Achievement Award for his contributions to the field of dyslexia. Dr. Haynes has been PI or Co-PI on many studies in the United States, the Middle East, and Brazil, and has authored numerous theoretical and practical studies of spoken-written language relationships.
Susan Lambrecht Smith, Ph.D., CCC-SLP
Dr. Lambrecht Smith is Assistant Professor in the Department of Communication Sciences and Disorders at the MGH-IHP. Dr. Lambrecht Smith is Developmental Psychologist and Speech-Language Pathologist, who received her Ph.D. at University of Connecticut. In her 11 years in higher education, Dr.Lambrecht Smith has taught courses in early language development and disorders, speech sound disorders and reading development and disorders. Her early research focused on the intersection of family risk and speech-language development in children with dyslexia. Her current research interest focuses on the developmental trajectory of reading disorders from early childhood to adolescence and the cognitive and linguistic predictors of response to writing intervention.
Emilie Larrivee, MS, CAGS, CCC-SLP
Emilie is an Assistant Professor in the Department of Communication Sciences and Disorders at MGH Institute of Health Professions. She is an ASHA certified Speech and Language Pathologist, who also holds certification as a Speech and Language Pathologist through the state of Massachusetts. In addition, Emilie holds professional licensure as a Specialist Teacher in Speech Language and Hearing Disorders and an initial license as an Administrator of Special Education, both through the Massachusetts Department of Elementary and Secondary Education. Emilie specializes in pediatric speech, language, and literacy disorders. Her experience includes working with children and young adults with a wide variety of developmental and acquired speech, language, and reading delays/disorders. Emilie has worked in various settings, including public schools, special education collaboratives, private practice, and pediatric outpatient clinics.
Dr. Lesley Laud, Ed.D. (thinkSRSD.com)
Dr. Leslie Laud (M.A., special education, Ed. D., curriculum & teaching, both from Teachers College, Columbia University) has studied data informed decision making, structured language instruction (Orton-Gillingham) and self-regulated strategy development for writing. In her 30-year teaching career, she worked as a special educator, learning specialist then staff developer, focused on structured writing instruction. She has also worked with Dr. Charles Haynes at Mass General Hospital’s reading specialist’s program on structured writing instruction. She also taught graduate courses at Teachers College, Columbia University and at Mass General Hospital. She publishes studies in peer-reviewed journals and presents often on how progress monitoring can inform writing instruction. She now consults in schools, districts and states to support scaling structured language instruction for writing.
Harvard-Kent Elementary School, Jason Gallagher, Principal
Everett Public Schools, Bill Donohue, Special Education Director
Hanover Public Schools, Anastasia Frank, Reading Specialist
Kate Radville is and Speech-Language Pathologist and Literacy Specialist. She is an Instructor in the Department of Communication Sciences and Disorders and a Doctoral Research Fellow in the Speech and Language (SAiL) Literacy Lab at the MGH Institute of Health Professions. Kate’s research interests include translational and implementation science in education, oral and written language relationships, and evidence-based reading and writing instruction for school-aged children. Prior to her career as a Speech Language Pathologist, she studied and worked in the field of Early Childhood Education with a strong interest in early literacy.
Melissa is a PhD student in the MGH Institute’s PhD in Rehabilitation Sciences program. She is a speech-language pathologist and reading specialist with extensive clinical experience in public school and private interdisciplinary practice settings. She has a passion for teacher training and supporting parents in navigating the IEP process. Most recently, Melissa worked as a curriculum specialist for a blended learning literacy program (LexiaⓇ PowerUp LiteracyⓇ). She also previously served as a clinical instructor and director of the Literacy and Language Certificate of Advanced Study program at the Institute. Melissa’s research interests include oral/written language relationships, implementation science, and the role of risk and resilience in learning.
WELL Project Manager
Graduate Research Assistants
Summer 2020 Graduate Clinician Team
Fall 2020 Graduate Clinician Team
Past Graduate Clinicians