Dr. Molly Ness

2022 Virtual Conference - For The Love of Literacy

Date: Feb. 12, 2022 (Saturday)
Time: 9:00-12:45 (pre-session from 8:30-9:00)
Cost: FREE for VSLA members (or $40 to join), $50 for non-members

Schedule of events:

♦ 8:30-9:00 Pre-conference session on Virginia Readers' Choice Books
♦ 9:00-10:00 Keynote - Dr. Molly Ness
♦ 10:15-11:00 (3 breakout sessions)
♦ 11:15-12:00 (3 breakout sessions)
♦ 12:00-12:45 Lunch (Chat &Chew)

Presenter Bios and Information:


Molly Ness is a former classroom teacher, a reading researcher, and a teacher educator. She holds a doctorate in reading education from the University of Virginia, and she spent 16 years as an associate professor at Fordham University. With four books and numerous peer-reviewed articles, her research focuses on reading comprehension, teachers’ instructional decisions, and dyslexia, In 2019, Molly began the End Book Deserts podcast to bring attention to the issue of book access and equity. Molly serves on the Board of Directors for the International Literacy Association and on the elementary advisory panel for Penguin Random House. In 2022, Dr. Ness joined Learning Ally as the Vice President of Academic Content.


Mary Murray Stowe, M.Ed. works with teachers, administrators, instructional coaches, directors and coordinators of Special Education through the Training and Technical Assistance Center at William & Mary and the Virginia Department of Education as an educational specialist, and with William & Mary as an adjunct professor.  Mary is certified as a SIM™ Certified Learning Strategy Professional Developer, Certified Local LETRS Classic Trainer, and LETRS Third Edition Facilitator.   Currently, Mary is pursuing her doctoral degree in Special Education and serves as the Co-President of the Virginia Branch of the International Dyslexia Association.


Colby Hall studies literacy development, assessment, and instruction. Her research focuses on the components of effective literacy instruction for elementary and middle-school students with or at risk for literacy-learning difficulties; inference instruction as a means of improving reading comprehension; reading instruction for bilingual/multilingual students with reading difficulties; instruction supporting text comprehension in content-area classrooms; and technology-delivered reading instruction. Hall is currently Co-PI of an Institute of Education Sciences-funded project that aims to further develop and pilot the Reading RULES for Kindergarten small-group literacy intervention program. She is also Co-PI of an Office of Special Education Programs-funded project that seeks to provide school leaders with web-based coaching/professional development tools to support teachers of students with disabilities in delivering evidence-based academic vocabulary instruction. Hall has authored peer-reviewed publications in Educational Psychology Review, Elementary School Journal, Remedial and Special Education, and TEACHING Exceptional Children, among other peer-reviewed journals.


Creative, outgoing, and innovative, Ashley Ashley is a Secondary Literacy Curriculum Specialist for Polk County Public School (PCPS), the seventh largest school district in the state of Florida. As a literacy leader, she works with students, teachers, and administrators across the district to cultivate a deep appreciation of literacy that extends beyond the traditional boundaries of the classroom. Ashley’s passion for literacy, education, and technology have led her on a mission to disrupt the confines of traditional educational roles and utilize innovative practices to foster an educational experience that will last a lifetime.




2019 Fall Conference

Cornelius Minor is a Brooklyn-based educator. He works with teachers, school leaders, and leaders of community-based organizations to support equitable literacy reform in cities (and sometimes villages) across the globe. Whether working with educators and kids in Los Angeles, Seattle, or New York City, Cornelius uses his love for technology, hip-hop, and social media to bring communities together. As a staff developer with the Teachers College Reading and Writing Project, Cornelius draws not only on his years teaching middle school in the Bronx and Brooklyn, but also on time spent skateboarding, shooting hoops, and working with young people.