Louisa Moats, Ed.D.

Louisa Moats, Ed.D., has been a teacher, psychologist, researcher, graduate school faculty member, and author of many influential scientific journal articles, books, and policy papers on the topics of reading, spelling, language, and teacher preparation. She served as a board member and officer of the International Dyslexia Association for many years. As such, she led the committee that developed IDA’s Knowledge and Practice Standards for Teachers of Reading and has written many articles for IDA’s publications.

Louisa Moats, Ed.D.

Louisa Moats, Ed.D., has been a teacher, psychologist, researcher, graduate school faculty member, and author of many influential scientific journal articles, books, and policy papers on the topics of reading, spelling, language, and teacher preparation. She served as a board member and officer of the International Dyslexia Association for many years. As such, she led the committee that developed IDA’s Knowledge and Practice Standards for Teachers of Reading and has written many articles for IDA’s publications.

BIOGRAPHY
Dr. Moats earned her M.A. from Peabody College of Vanderbilt and her Ed.D. in Reading and Human Development from the Harvard Graduate School of Education. Prior to her doctorate she was a teacher and education consultant in neuropsychology at the New England Medical Center. After her doctorate she spent 15 years in private practice as a Licensed Psychologist in Vermont. In 1997, she became Co-Principal Investigator of an NICHD Early Interventions Project in Washington, D.C., public schools. In 2000, she published the first edition of her textbook, Speech to Print, which is now in its 3rd revision.

In 2002-2006, Dr. Moats was Principal Investigator on two small business innovation research (SBIR) grants from the National Institutes of Health to study professional development models. Dr. Moats developed LETRS beginning in 2001, based on her experiences as an instructor at the Harvard Graduate School of Education, St. Michael’s College in Vermont, the Dartmouth Medical School Department of Psychiatry, and the University of Texas, Houston.

Dr. Moats is author of LANGUAGE!Live, a blended instructional program for middle and high school students, and co-author of Spellography, a structured language word study program for intermediate poor spellers.

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.

“Teachers are the most important factor in student success. Informed teachers can explain language to students, including sounds, spellings, and word meanings that might be confusing. They use lessons based on reading science and understand the process of learning to read and write. Research proves it. Science matters.”

—Dr. Louisa Moats, Ed.D.

EDUCATION/TRAINING

Harvard University Graduate School of Education, Ed.D. (1982) Reading and Human Development

Peabody College of Vanderbilt, M.A. (1969) Learning Disabilities/Special Education
Wellesley College, B.A. (1966) Music

Positions Held

2002 — President, Moats Associates Consulting, Inc.
Wrote and leads the implementation of LETRS Professional Development.. Consults with state departments of education, school districts, publishers, attorneys, and non-profit entities on issues of reading and language instruction, teacher education, and treatment of reading disabilities, including dyslexia.

2001 – 2011 — Consulting Advisor for Literacy Research and Professional Development Sopris West Educational Services, Longmont, Colorado (.6 FTE)
Obtained two SBIR grants from the National Institutes of Health, National Institute of Child Health and Human Development and served as Principle Investigator. Served as lead consultant on professional development to the US Department of Education’s Reading First initiative.

1997- 2001 — Clinical Associate Professor of Pediatrics, University of Texas at Houston – Health Science Center
Project Director, NIH, National Institute of Child Health and Human Development, Early Interventions Project, Washington, DC (Section of R01 grant to the University of Texas). In this role, provided invited testimony three times to the House Committee on Education and the Workforce.

1996-1997 — Distinguished Visiting Scholar, Sacramento County Office of Education and Center for the Improvement of Reading Instruction
Obtained $1,000,000 grant from the state to SCOE to design, write, and implement professional development for all California teachers of reading (The Reading Lions Project).

1993-2004 — Professional Development Director, The Greenwood Institute, Putney, Vermont
An intensive summer program to train teachers in language, reading, and spelling instruction.

1984 -1996 — Licensed Psychologist (Private Practice), Upper Valley Associates in Psychology, East Thetford, Vermont.
Specialized in evaluation of language, reading, spelling, writing, and related learning problems in individuals of all ages.

1992-1996 — Adjunct Assistant Professor of Clinical Psychiatry, Department of Child Psychiatry, Dartmouth Medical School
Responsible for conducting and participating in bimonthly seminars for psychologists and medical students in training at Dartmouth Medical School.

1992-1997 — Senior Lecturer, St. Michael’s College, Department of Graduate Education.
Taught courses on language essentials for teachers of reading.

Spring, 1994 — Visiting Faculty, Dartmouth College Education Department
Taught undergraduate course on Adolescent Psychology.

1982-1984 — Associate in Education, Harvard Graduate School of Education
Taught modular courses in language and learning disabilities for graduate students at HGSE.

1975-1985 — Instructor in Special Education, Goddard College and St. Michael’s College (summer program)

1976-1978 — Educational Specialist in Neuropsychology, Tufts-New England Medical Center (Entered doctoral program at Harvard in 1977).

1975-76 Consulting Teacher, Sumner Academy, Nashville, TN

1972-75 Coordinator of Day Treatment, Serendipity Diagnostic and Treatment Center, Sacramento, CA

1971-1972 Day Curriculum Supervisor, Project Re-Ed, Nashville, TN

1970-1971 Resource Room Teacher, Nashville Public Schools

1966-1968 Neuropsychology Laboratory Technician, Tufts-New England Medical Center, Boston