Knowledge Building for LiteracyNew Page_Knowledge Building for Literacy

Sonia Cabell, Ph.D., is the R. Keith and Patricia Duggins Sigmon Endowed Professor of Reading Education in the School of Teacher Education and an associate director of the Florida Center for Reading Research at Florida State University. Before receiving her Ph.D. at the University of Virginia, she worked as a second grade teacher and literacy coach in Oklahoma and Virginia. Dr. Cabell’s research focuses on early language and literacy instruction, with a particular interest in preventing reading difficulties in young children. She has authored over 70 publications, including peer-reviewed articles, books, and book chapters. She is the lead editor of the Handbook on the Science of Early Literacy from Guilford Press, and she co-authored Literacy Learning for Infants, Toddlers, and Preschoolers: Key Practices for Educators from the National Association for the Education of Young Children and Strive-for-Five Conversations from Scholastic.

HyeJin Hwang is an assistant professor at the department of educational psychology at the University of Minnesota, Twin Cities. Before receiving her Ph.D. at the University of Michigan, she worked as an ESL teacher in Korea and as a postdoctoral scholar at the Florida Center for Reading Research. Her research interests revolve around reading comprehension and content learning in K-12 settings, particularly for multilingual students. Hwang’s work has been published in research journals such as Reading Research Quarterly, Scientific Studies of Reading, and AERA Open, as well as practitioner journals such as The Reading Teacher and Journal of Special Education Technology. Her work has been supported by the U.S. Department of Education, Institute of Educational Sciences, American Educational Research Association, American Psychological Association Division 15 (Educational Psychology), and University of Minnesota.

Salley King Edwards is an Instructional Content Developer for the Rollins Center for Language and Literacy. She draws on 26 years of experience, including as a classroom teacher, literacy coach, intervention coordinator, and district literacy coach, to translate literacy research into practical guidance for educators. Early in her career, while working at the Smithsonian Early Enrichment Center, Salley saw firsthand how much knowledge even very young children are capable of building when given rich, meaningful learning experiences. That understanding continues to shape her work. Salley is dedicated to helping educators deepen their knowledge and apply research-aligned practices that improve outcomes for every child. She is a CERI-certified Structured Literacy Classroom Teacher with endorsements in reading and instructional coaching.

Dianne Simpson has 35 years of experience supporting young children with expertise in child development, early intervention, developmental evaluation, parent education, coaching, and professional learning. She began her career in mental health before serving as a Maternity and Child Development Coordinator and Developmental Evaluator. She then spent 16 years in early intervention, helping children with developmental delays while coaching families, teachers, and caregivers. Since joining the Rollins Center for Language and Literacy in 2012, Dianne has provided professional learning and coaching across Northeast Georgia. Since 2019, as a Content Specialist and Instructional Designer, she has developed research-based courses and educational resources for Cox Campus, reflecting her lifelong commitment to equipping educators and caregivers with high-quality, evidence-based learning experiences that help all children thrive.