Meet the Team
The Reach Every Reader Team
Reach Every Reader’s core team is comprised of literacy, early child development, cognition, technology, and product development experts from the Harvard Graduate School of Education, MIT’s Integrated Learning Initiative, and Florida State University. We collaborate with many other educators, families, researchers, and industry partners to create, test, and implement our work.
Leadership Team: Joe Blatt, Rhonda Bondie, Hugh Catts, Elizabeth City, Chris Dede, Jeff Dieffenbach, David Dockterman, Jon Fullerton, John Gabrieli, James Kim, Eric Klopfer, Yaacov Petscher, Amanda Taylor
Rebecca Marks
Postdoctoral Fellow
Read MoreRebecca Marks | Postdoctoral Fellow
Rebecca Marks is a postdoctoral researcher at the McGovern Institute for Brain Research at Massachusetts Institute of Technology (MIT) and the MGH Institute of Health Professions. She studies language and literacy development, with a particular focus on bilingual children and children with dyslexia. Her work lies at the intersection of developmental psychology, education, and cognitive neuroscience, where she uses behavioral and neurocognitive approaches to examine how language development lays the foundation for successful reading in linguistically diverse learners. Rebecca holds a B.A. from Washington University in St. Louis, and an M.A. and Ph.D. in Education & Psychology from the University of Michigan.
Rhonda Bondie
Lecturer on Education
Read MoreRhonda Bondie | Lecturer on Education
Rhonda Bondie is lecturer on education in several programs including the Harvard Teacher Fellows (HTF) program. Throughout her career, she has focused on ensuring all learners are valued, engaged, and stretched in inclusive classrooms. Rhonda began teaching as an artist-in-residence and then spent over 20 years in urban public schools as both a special and general educator. Bondie is the faculty chair for Programs in Professional Education’s online course Differentiated Instruction Made Practical. The course is based-on the teacher-decision making framework, All Learners Learning Every Day collaboratively developed with Akane Zusho. Bondie has been a faculty member of Harvard Graduate School of Education’s Project Zero Classroom since 2006 and the Future of Learning Institute since its inception. She designed the online course, Differentiating Instruction for English Language Learners, for HGSE Programs in Professional Education WideWorld. She maintains her roots in the arts through chairing the working education board of the Brooklyn Academy of Music. Bondie maintains these websites for teachers, all-ed.org and projectreachonline.org.
Robert Berretta
Research Assistant
Read MoreRobert Berretta | Research Assistant
Robert has been an educator since 2004. He believes education is more than just an economic lever – it’s the key to a civil democracy. He served as Principal of Ziegler Elementary in The School District of Philadelphia for 6 years. Prior to that, he served as a 2nd and 5th grade bilingual teacher (he speaks fluent Spanish), a 6th and 7th grade English/Language Arts teacher, and a literacy director. He’s the father of two amazing boys and Thomas the cat, and husband to the most supportive and loving wife. In his spare time, he serves as a perpetually disappointed Philadelphia sports fan, watches Seinfeld reruns, and enjoys working out. He holds a B.A. in Political Science from Penn State, and an M.S. in Human Relations and Business from Amberton. He writes regularly about education at www.achievementplateau.com.
Rosa Guzman
Doctoral Candidate and Research Assistant
Read MoreRosa Guzman | Doctoral Candidate and Research Assistant
Rosa Guzman’s research interests lie at the intersection between language, literacy, and technology. The presence of technology in children’s lives continues to grow and yet we know little as to how it impacts children’s development at home and at school. She seeks to understand how technology, such as e-readers, is shaping children’s literacy and language development. This research will help parents and practitioners make better decisions regarding how, when, and where to use technological devices especially in disadvantaged communities. Rosa’s ultimate goal is to find tools that can help children be better prepared for grade school and close the various educational gaps found in the U.S. today. Prior to graduate school, Rosa worked as a lab manager and research assistant at the Harvard Lab for Developmental studies. She conducted several studies that explored the training of children’s intuitive numerical and spatial abilities, with the goal of creating fun games that could help children mathematical abilities in underserved communities. She has also worked on projects that focused on understanding the role of bilingualism in children’s executive function and social skills.
