Dyslexia Learning Lab

Introduction

The Dyslexia Learning Lab at the University of Georgia was established through a gift from Richard Courts IV . Our mission is to advance the knowledge and skills of practitioners who work with students with dyslexia.

The Dyslexia Learning Lab embraces a tripartite focus on teaching, research, and outreach.

Section 2

Teaching The Dyslexia Endorsement and Certificate program is open to all undergraduate, graduate, and non-degree-seeking students, such as current teachers and clinicians, reading specialists, speech-language pathologists, and family members of individuals with dyslexia. The five-course program provides candidates with a deep understanding of reading science and the skills needed to provide effective reading and writing instruction for the prevention and intervention of reading difficulty.

Research Dyslexia Learning Lab faculty lead innovative research that advances reading and learning science. Their work focuses on developing and evaluating effective reading interventions, examining the impact of evidence-based instruction for students with word-level reading difficulties, and preparing educators with the expertise needed to deliver high-quality literacy instruction.

Outreach The Dyslexia Learning Lab advances literacy outcomes through high-impact outreach initiatives, including parent and teacher workshops, webinars, and evidence-based literacy tutoring. Beyond direct support, Dyslexia Learning Lab faculty create innovative resources—including texts, instructional videos, and practical teaching tools—that equip educators with the knowledge and strategies needed to effectively support students with dyslexia and reading difficulties.

In the News

Resources

Frequently Asked Questions

Frequently Asked Questions

Relevant State Legislation and Guidance

Dyslexia Learning Lab Library

Coming soon

Located in Aderhold Hall (110 Carlton St, Athens, GA 30602), the lending library provides families, educators, and practitioners with free access to high-quality, evidence-based books and instructional resources on dyslexia, literacy, and effective reading intervention. The lending library is open by appointment only. To schedule an appointment, email dyslexia@uga.edu .

Graduate Students

Emily Chandler

Emily, M.Ed., CCC-SLP, is a licensed speech-language pathologist with experience in a variety of settings, including public schools, hospitals, early intervention, and private practice. She earned her bachelor’s and master’s degrees from the University of Georgia and is pursuing a doctoral degree in special education. She earned the Graduate Certificate in Dyslexia during her postgraduate studies. Emily is the owner of the private practice Ladybug Language and Literacy, LLC. Her clinical and research interests include childhood apraxia of speech (CAS), dyslexia, language disorders, and early literacy development, with a particular focus on the relationship between CAS and reading. She has training in the Orton-Gillingham (OG) approach and is completing her associate-level certification. Emily is a graduate of the American Speech-Language-Hearing Association Leadership Development Program and has received multiple ASHA Awards for Continuing Education (ACE) in recognition of her commitment to lifelong learning and evidence-based practice. She maintains professional membership with ASHA and the International Dyslexia Association (IDA-GA).

Mabel Hunsu

Mabel is a Ph.D. student in the Mary Frances Early College of Education at UGA. Her research interests center around dyslexia, reading intervention, and teacher mentoring. She has a master’s degree in special education and a Dyslexia Endorsement and Graduate Certificate from UGA. She is also a certified Orton-Gillingham (OG) educator through the Institute for Multisensory Education (IMSE) and is designated as a Structured Literacy/Dyslexia Interventionist (C-SLDI) through the Center for Effective Reading Instruction (CERI). Mabel is very passionate about teaching kids to read and write. As a licensed K-5 Georgia educator, she provides structured literacy and writing interventions for primary-grade students and adolescents with dyslexia and/or reading difficulties.

Faculty

Hannah Krimm

Jennifer H. Lindstrom

Kristin L. Sayeski

Kelly J. Williams