The 2026 North Dakota Literacy Summit marks The Implementation Chapter; a pivotal moment for educators ready to move beyond awareness and into aligned, effective practice grounded in the Science of Reading.
As literacy knowledge continues to grow across North Dakota, the focus now shifts to doing the work: aligning instruction, refining systems, and implementing evidence-based practices that lead to improved outcomes for all learners. This year’s Summit is designed to support educators at every stage of implementation, from early foundations to advanced instructional application.
Through intentional learning experiences, role-aligned breakout sessions, and targeted content strands, including Early Childhood, Dyslexia, and Adolescent Literacy, participants will engage in practical, actionable professional learning that strengthens instructional coherence across classrooms, schools, and districts.
The Literacy Summit will also create space for collaboration and partnership, connecting educators with peers, experts, and high-quality instructional resources to support sustained implementation beyond the event.
Join us in Bismarck as we turn the page together because this is The Implementation Chapter, and it’s time to do the work!
📅 Date: July 22-23, 2026 | 📖 Pre-Summit Dyslexia Simulation & Social: July 21
📍 Location: Bismarck, ND
2026 PRESENTERS
Dr. Megan Gierka
Dr. Megan Gierka lives in the "messy middle" between evidence and execution. An implementation scientist, literacy consultant, and author of an upcoming book, she has spent years guiding large-scale structured literacy implementation across multiple states. She built her career in classrooms as a teacher and reading specialist. Organizations trust her to build what lasts: designs that protect instructional integrity, accelerate educator expertise, and produce durable literacy gains at scale. Currently, Megan's research is focused on early literacy, bilingualism, and developing learning-focused AI tools.
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Dr. Lucy Hart Paulson
Dr. Lucy Hart Paulson, Ed.D., CCC-SLP, is an author and literacy specialist with a mission of bringing research to practice. She is also a speech-language pathologist with many years of experience working with educators and with young children and their families in a wide range of educational settings. In addition, Lucy was an associate professor teaching and conducting research in the areas of language and literacy development and disorders. She provides professional development using a broad-based perspective blending areas of language and literacy together resulting in effective, appropriate, and engaging language-based literacy instruction and intervention for all children. Finally, Lucy is the co-author of the Language Essentials for Teachers of Reading and Spelling (LETRS) for Early Childhood Educators, 2nd Edition.
Dr. Brennan Chandler
Dr. Brennan Chandler is an assistant professor of dyslexia at Georgia State University where his research focuses on developing and evaluating reading and writing interventions for students with dyslexia and other learning disabilities. His work examines spelling, word reading, and writing instruction, with particular attention to the implementation of evidence-based practices in classrooms. A former classroom teacher in both public and private schools, Dr. Chandler is deeply committed to bridging research and practice. He frequently partners with educators, schools, and districts to translate research into practical strategies that improve literacy outcomes for all students.
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MaryKate DeSantis
MaryKate DeSantis is the founder of Left Side Strong LLC, an educational organization that supports districts, schools, and families by using evolving science to promote inclusive practices for all children. Her experiences working in a large urban school district as a special educator, reading specialist, and district-wide literacy coach have fueled her passion for translational research to ensure that all children receive evidence-based instruction. MaryKate believes that teachers are agents of change in literacy and are essential to transforming children's lives. Her background in teaching reading sparked an interest in researching language, literacy, and developmental trajectories. This curiosity led her to a full-time faculty position at the MGH Institute of Health Professions in the Speech-Language (SAiL) Literacy Lab under Dr. Tiffany Hogan, and to an ongoing research collaboration with Harvard University's BRIDGES lab, led by Dr. Phil Capin, focused on developing literacy interventions for at-risk students. MaryKate has also served as a clinician in the Neurology Department at Boston Children’s Hospital, is an adjunct professor at the Boston College Lynch School of Human Development, and is a Ph.D. student in Educational Psychology at UCONN under the mentorship of Michael Coyne.
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Dr. Katie Keown is Director of Literacy at Student Achievement Partners, where she leads initiatives at the intersection of reading science, instructional materials, and educator professional development. Her work focuses on translating research to practice for secondary educators, with particular expertise in adolescent literacy, text complexity, and language comprehension. Katie earned her Doctor of Education in Reading Science from Mount St. Joseph University. She also holds a Master of Arts in Reading Science from Mount St. Joseph University and a Bachelor of Liberal Arts and Sciences from the University of Illinois. Katie brings both research depth and practitioner experience to her work. She draws on more than fifteen years in curriculum development, assessment, literacy instruction, and, most importantly, the classroom experience that continues to shape her work.
Katie Keown
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Dr. Michelle Elia is an assistant professor at Marietta College, teaching courses in the Masters of Reading Science and Reading Endorsement. These graduate programs prepare educators to deliver evidence-based reading and writing instruction grounded in the science of language and literacy. A special educator at heart, Dr. Elia has served in diverse roles at the school, regional, and state levels, including serving as the Ohio Literacy Lead for the Ohio Department of Education and Workforce, where she supported literacy initiatives from pre-K through high school. She is a nationally recognized literacy consultant and professional learning provider, partnering with schools and organizations across the country to build educators’ capacity in assessment, intervention, and data-based decision making within an MTSS framework. Dr. Elia currently serves as President of The Reading League Ohio, where she leads efforts to advance evidence-aligned literacy practices statewide and contributes to the broader national movement for reading reform. Her work is driven by a commitment to explicit instruction and the application of the science of teaching, reading, and writing, particularly to improve outcomes for struggling adolescent readers.
Dr. Michelle Elia
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Margaret Goldberg is currently a literacy coach at Nystrom Elementary, a school that was in California’s Early Literacy Support Block grant. Within that grant, she supported a network of literacy coaches, all striving to improve early literacy achievement in California’s lowest performing schools. Prior to this, Margaret held a variety of roles including district Early Literacy Lead, reading interventionist, and classroom teacher. In every role, she's worked to help schools and districts align instruction with reading research. Margaret is the co-founder of The Right to Read Project, a group of teachers, researchers, and activists committed to the pursuit of equity through literacy. Her writing is published on The Right to Read Project blog (https://righttoreadproject.com/) and on Reading Rockets (https://www.readingrockets.org/blogs/right-to-read).
Margaret Goldberg
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Claude has taught junior high in San Antonio, TX; first grade in Lennox, CA; and at California State University, Long Beach, and Stanford University. His primary focus has been to promote literacy development and academic achievement among English Learners. After retiring from Stanford he has published articles, blogs, and a free Substack (claudegoldenberg.substack.com) and participated in podcasts and webinars to promote widespread understanding of the best available research knowledge to help all students develop high levels of literacy in English or, preferably, in English and another language.
Claude Goldenberg
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Heather Chatham is an educational consultant, literacy coach, family engagement specialist, and public speaker with over 20 years of experience transforming how schools, families, and communities support young readers. As Founder and CEO of Chatty Learners LLC, she partners with school districts, early childhood programs, and communities across North Dakota, Minnesota, and beyond. Heather's work is grounded in the Science of Reading and centered on building strong home-school connections that give every child a foundation for lifelong literacy. As a former member of the North Dakota State Literacy Lead Team, she co-authored the state's literacy framework and helped expand it from K–12 to a Birth–12 model. She leads statewide trainings for literacy coaches and facilitates learning experiences for early childhood educators, caregivers, and families annually. Heather has presented at the NDSoR Literacy Summit, ND Early Learning Conference, UND Pages & Pathways Conference, and served as keynote speaker for NDCCPI. She is LETRS trained and a facilitator for LETRS Early Childhood. Heather holds a B.A. in Elementary Education and Psychology from Central Washington University and an M.S. in Reading Instruction, along with an Instructional Coaching Certificate and Reading Science Certificate, from the University of North Dakota. She lives in Grand Forks, ND.
Heather Chatham
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Tina Pletan
Tina Pletan works with Bismarck Public Schools, supporting teachers, coaches, and administrators through literacy-focused systems work. She partners alongside educators and leaders to strengthen instructional coherence, build collective capacity, and support the implementation of evidence-based literacy practices across schools. Tina facilitates professional learning, including LETRS, Explicit Instruction, and other job-embedded learning experiences aligned with the science of reading and the science of learning. She is a current doctoral student at Mount St. Joseph University and a member of the North Dakota State Literacy Team, contributing to statewide efforts to advance effective literacy systems.
2026 EXHIBITORS
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