Dr. Anna Myers

Anna Moriah Myers is an assistant professor in the School of Education at the University of Portland. She received her PhD (2022) in Special Education from the University of Virginia. Her previous education experience includes 18 years as public-school special education teacher in Virginia, teaching and coaching in urban, suburban, and rural schools. Dr. Myers is a certified dyslexia therapist through the International Dyslexia Association and a board member of the Oregon Branch. Her research focuses on dyslexia and teacher preparation. She is specifically interested in Structure Literacy practices and teacher knowledge. Dr. Myers is an active presenter and has presented her work across the nation for the International Dyslexia Association, The Council for Learning Disabilities, The Council of Exceptional Children, and The Teacher Education Division of the Council for Exceptional Children. Dr. Myers teaches courses in both the reading and special education endorsement programs at the University of Portland.

Dr. Ronda Fritz

Ronda Fritz is an Associate Professor of Education, specializing in early literacy instruction at Eastern Oregon University. Prior to coming to EOU, Ronda was a K-12 teacher for 19 years. She taught kindergarten, Title I Reading, middle school Language Arts, 4th and 5th grade, and ended her K-12 teaching career as a Reading specialist, where she discovered a passion for developing systems for improving outcomes for struggling readers. This passion led her to University of Oregon’s Special Education department where she received her Ph.D. in 2016. Her research interests include prevention and intervention of reading difficulties, teacher preparation, and in-service teacher professional development. Ronda’s current research includes investigating the ways teacher knowledge of reading instruction impacts teacher efficacy and student outcomes, and the impact of one-on-one tutoring delivered by pre-service teachers. 

Ronda currently is a member of the International Dyslexia Association, Council for Learning Disabilities, The Reading League, and the Evidence Advocacy Center. Ronda is the founder and Executive Director of the EOU Reading Clinic which serves struggling readers of the Eastern Oregon region while training pre-service and in-service teachers in evidence-based methods for teaching literacy.

Dr. Rebecca Smith

Dr. Rebecca Smith teaches and learns from future teachers as an Associate Professor in the School of Education at the University of Portland in Portland, Oregon. After educating middle and high schoolers for several years, she earned her Ed.D. from the University of Portland, and she now teaches methods and research courses to undergraduate and graduate students. Her research areas include teacher learning and professional development, culturally responsive practices, and innovative technologies. Rebecca served as a Fulbright Specialist in Ecuador helping a new medical school with their curriculum, instruction, and assessment.

Dr. Nicole Soriano

Dr. Nicole Soriano is an Assistant Professor of Education in Morningside University’s Master of Teaching program. She works closely with pre-service and in-service teachers to design and conduct action research grounded in culturally responsive pedagogy and real classroom and school contexts. Her work supports educators in using inquiry as a practical tool for improving instruction, examining equity-related challenges, and making data-informed decisions that respond to the strengths and needs of their students and communities. Dr. Soriano is passionate about bridging educational theory and day-to-day practice, helping teachers and school leaders see themselves as reflective practitioners, researchers, and change agents within their systems. Her teaching and scholarship emphasize equity-centered inquiry, educator identity development, and the ethical use of emerging technologies. She designs graduate-level learning experiences that foster critical AI literacy and support educators in integrating AI responsibly to enhance research, reflection, and culturally sustaining teaching practices.

Dr. Shaheen Munir-McHill

Shaheen Munir-McHill, PhD, is an associate professor of practice and coordinates the special education K-12 licensure program at Portland State University.  Before joining the PSU faculty, Dr. Munir-McHill worked in K-12 school settings as a school psychologist, coordinator of a community literacy clinic, and special educator.

Char Evanson

Char Evanson is a first grade teacher in the Hillsboro School District currently in her twelfth year teaching in public schools. She is LETRS and Brainspring trained with a Masters in Education and reading endorsement from the University of Portland. She regularly uses Structured Literacy (SL) in her classroom and coaches other teachers to how to apply SL practices in their classrooms.

Katelyn Dover

Katelyn Dover is a first grade teacher in Central Oregon and is also in her third year of the Education Doctoral program at the University of Florida. She also serves as a contract coach for teachers implementing the UFLI Foundations curriculum. Her research is focused on the barriers and supports teachers experience as they try to implement data-based decision making in their classrooms.

Angela Healow

Angela Healow is the Social Emotional Learning Specialist at Willamette Education Service District in Salem, Oregon.   She believes strongly in the intersection of SEL, Neuroscience, and Trauma Informed strategies.   Angela also serves as a founding member of SEL4OR and has had an integral part on the Oregon Department of Education SEL Advisory Board and the State Teacher Licensure SEL Committee.

Oregon Branch of the International Dyslexia Association

The IDA Oregon Branch Student Empowerment Group started back in 2013 when Shelbe Park envisioned a group of dyslexic students who, by working together as a team, could have an opportunity to advocate for themselves and for others, to teachers, parents, and interested community groups. It quickly became clear that teachers and parents listened to these young adults’ stories and heard their pleas to be understood, far more succinctly than any lecture given by well-meaning adults!