Dr. Judith E. Loughlin

25 Thompson Road
Conway, MA 01341
413-625-2216

EMPLOYMENT HISTORY

University of Massachusetts at Amherst 2003-2004
Adjunct Faculty, School Psychology Program

IDEAL Consulting Services, Inc. 2002-04
School Literacy Consultation

Chicopee Public Schools 2002-04
District Literacy Consultant

Athol-Royalston Regional School District 2001-03
District Literacy Consultant

North Adams Public Schools 2003-04
District Literacy Consultant

UMASS School Psychology Program 1997-2002
Graduate Assistant on school consultation team
Teaching Assistant in year-long assessment courses

Greenfield Center School 1983-85
Sixth and Seventh Grade Teacher

Buckland-Shelburne Regional Elementary School
Fifth grade teacher

EDUCATIONAL BACKGROUND

University of Massachusetts, Amherst, MA 1995-2003
Doctoral degree in Psychology
Bachelors Degrees in Anthropology and Education
Graduated Summa cum Laude 1977-1980

PAPERS & PRESENTATIONS

Recent workshops include:
Presently training school districts to implement the Schoolwide Reading Improvement Model, a building-based school renewal project designed by Kame’enui et al, University of Oregon.
8/03 Training for Massachusetts Reading First Regional Professional Development Providers in Administration, Scoring and Interpretation of DIBELS
6/03 Two-day training for sixty Massachusetts “Reading First” schools in the use of Dynamic Indicators of Basic Early Literacy Skills (DIBELS)
4/03 “Early Identification and Intervention with Kindergartners at Risk for Reading Failure: A District-Wide Prevention Project Using A Multiple Gating Approach” Dissertation defense presented at the University of Massachusetts at Amherst
2/03 “Implementing the Early Reading Intervention (ERI) Program in
Kindergarten” for Chicopee Public Schools (CPS). ERI is the intervention program formerly called “Project Optimize” developed at University of Oregon
2/03 “Getting Your Effective Literacy Instructional Support Team Started” for ARRSD
1/22 and 1/29/03 “Overview of a Systematic Sequential Reading Intervention for Grades1-3” for CPS. Co-presented with Sarah Hewitt.
11/19 and 12/10 “The Critical Role of Phonemic Awareness in the Kindergarten Curriculum” for CPS.
11/21 “The Research Behind Project Optimize/Early Reading Intervention”
Presented at the Annual Conference of the National Association of Young Children, New York City.
11/03 “Effective Literacy Instructional Support Teams” for ARRSD. This introductory workshop was followed by building presentations and subsequent modeling to help teams conduct more effective meetings.
11/7 and 11/8 “The Research Behind Project Optimize/Early Reading Intervention” Presented at the Reading Research Leadership Conference at Duke University sponsored by Scott Foresman.
10/03 “Implementing the Schoolwide Beginning Reading Improvement Model” for ARRSD’s Ellen Bigelow School. Co-presented with Dr. Michael Coyne.
9/03 “Effective Literacy Instructional Support Teams” for CPP. This introductory workshop was followed by building presentations and subsequent modeling to help teams conduct more effective team meetings. Co-presented with Dr. Christopher Parker.
7/03 and 8/03 Bay State Readers Summer Institute “Phonemic Awareness Module for Third through Fifth Graders”
9/02 “Systematic Sequential Spelling Program” A series of workshops offered to ARRSD grade level teams. Co-presented with Sarah Hewitt.
9/02 “More Strategies for Increasing Phonemic Awareness in Kindergarteners and First Graders” for ARRSD
7/02 and 8/02 Bay State Readers Summer Institute “Phonemic Awareness Module for Kindergarteners through Second Grade” and “Phonics and Spelling Module for Third through Fifth Grade”.

PUBLICATIONS

Loughlin, J.E. (2001) A parent’s perspective on improving special education procedures. Connections Magazine.
Hintze, J & Loughlin, J.E. (2000) Polemics aside: Exploring effective approaches to reading instruction. School Psychology Quarterly (15), 365-372