Learn more!
Learn more! 
Our founder, Dr. Bonnie Singer, and her long-time research partner, Dr. Anthony Bashir, dedicated years to developing innovative teaching methods for students of all ages. The most widely known are:
We are always developing and testing new strategies for a whole range of important skills: listening, speaking, reading, writing, note taking, studying, managing homework, self-advocacy, and self-regulated learning.
We routinely blend other proven teaching methods with methods we’ve developed in our work with students.
My first job as a speech-language pathologist was at North Shore Children’s Hospital in Salem, Massachusetts. It was a magical place for me — one that offered intensive training and the opportunity to work alongside professionals from a variety of different disciplines.
My interests in spoken language sparked many questions about written language, so I went on to study reading and writing as a doctoral student at Emerson College. I studied with some of the leading researchers in language and literacy and joined them as a faculty member, teaching graduate courses and supervising the clinical training of graduate students while completing my own research on writing.
I loved my years in academia; research, teaching and mentoring new clinicians was deeply stimulating and satisfying work.
B.S., M.S., and Ph.D. in Communication Disorders: Emerson College
Board Certified Specialist in Child Language
Dr. Singer has long been passionate about working with school-age students of all ages, especially those who struggle with executive functions, reading, and written expression.
She began her career working as a speech-language pathologist in pediatric hospitals in the Boston area, and then became an instructor and clinical supervisor in the Department of Communication Sciences and Disorders at Emerson College.
Dr. Singer’s doctoral studies focused on the development of reading and writing and the unique challenges children with language disorders have with written communication. Along with Dr. Anthony Bashir, she developed EmPOWER™ (a method for teaching expository writing), Brain Frames® (visual tools that organize language), and the Qualitative Writing Inventory and Me and My Writing/My Students’ Writing scales for writing assessment. In partnership with Angela Tamborella, M.S., CCC, her most recent project is Unlocking Sentences, an approach to teaching sentence-level reading comprehension. Her research interests and numerous publications lie in the relationship between spoken and written language, cognition, executive functions, and learning.
Dr. Singer founded Architects For Learning in 1996. In 2005, she also founded a sister company, Vivido, which provides professional development to speech-language pathologists, educators, and schools world-wide.
Due to her decades-long dedication to the delivery of clinical services, development of new and innovative intervention methods, and evidence-based program development, continuing education, and mentorship, Dr. Singer was awarded the Certificate of Recognition for Outstanding Clinical Achievement by the American Speech-Language-Hearing Association in 2023.
B.A. in Speech-Language Pathology: University of Toledo
M.A. in Speech-Language Pathology: University of Toledo
Emily is a certified speech-language-pathologist whose clinical and teaching experience spans public, charter, and independent schools across New York City. She has experience with children ranging from preschool, early intervention, through high school. She also has worked in private clinic and home health settings.
“I have always found that students learn best when they can see that their educators are invested in their individual success, that guiding their growth as a person is as important as mastering skills. I appreciate so much that Architects For Learning gives me the opportunity to partner with my students’ families and classrooms teachers so that we can share in this learning experience together.”
B.A. in English Literature: Le Moyne College
M.A. in English Literature: Boston College
Certificate in Catholic School Leadership: Creighton University
Ed.D. in Interdisciplinary Leadership: Creighton University (in progress)
Kyle is a longtime private school educator with teaching and administrative experience at the middle school, high school, and university levels in New York and Massachusetts. As an English teacher and scholar, he specializes in how grammar and usage create meaning in literature. He has a particular passion for helping high school and college students develop their own unique voice in their writing.
“As an educator, my goal is to help students develop both the skills to navigate complex language and the perspective to find beauty in the written word.”
B.A. in English: University of Massachusetts, Boston
M.S.Ed. in Language and Literacy: Simmons College
Maureen is a certified Reading Specialist, English Language Arts Teacher, and Special Educator. She also holds endorsements from the Massachusetts Department of Education in Sheltered English Immersion and Autism. Maureen’s many years of experience teaching reading and composition to middle and high school students in public school and private settings are enhanced by her distinguished roles as an Orton Gillingham Trainer, Instructor, and Supervisor and a Structured Literacy/Dyslexia Specialist and Curriculum Developer for the Harvard Education Innovation Lab. She has provided individualized reading and writing instruction for Architects For Learning since 2007.
“One of my greatest joys is to open the world of literacy to a student. No matter their age, when reading and writing shift from elusive to accessible, a whole new future opens up for them.”
B.A. in Hearing and Speech Sciences: University of Maryland
M.S. in Speech-Language Pathology: Boston University
Sarah’s experience spans working in preschools, public schools, hospitals, and private clinics with children of all ages. She also taught internationally in Spain and Israel.
“I’m grateful to give students tools that help them express their own ideas and passions without feeling overwhelmed by the complex language demands of school. My goal is to arm students with strategies for managing the “hard stuff” so they can focus on what they’re learning and feel confident about sharing what they know.”
B.S. in French Language and Literature: Amherst College
M.S. in Communication Disorders: Emerson College
Kate is a certified speech-language pathologist with many years of experience providing comprehensive evaluations and school program observations as well as designing language and literacy interventions in public school and private practice settings. Kate is a fluent speaker of French. At Architects For Learning, Kate’s expertise in literacy and executive functions is focused on upper-level high school and college students. She also provides comprehensive assessments, program observations, and school consultation.
“When I evaluate a student and write a report for his or her parents and school team, I become engrossed by the challenge of describing the student’s language and learning profile in such a way that it can be easily understood and quickly addressed. I want parents and teachers to comprehend that student’s strengths and weaknesses and know what practical things can be done to support him or her. When I speak at a team meeting and see other professionals nodding their heads, or when a parent says to me, “You have helped me understand my child better,” then I know I have done my job. I love creating those partnerships.”
B.A. in Linguistics and Philosophy: University of Massachusetts, Amherst
M.S. in Speech-Language Pathology: Massachusetts General Hospital’s Institute of Health Professions
Karen is a certified speech-language-pathologist and reading specialist whose clinical experience spans positions in public school and private practice settings. Karen has extensive experience working with children and adults across the lifespan, designing comprehensive assessments as well as comprehensive treatment that includes parents and other educators.
“I get so much joy out of seeing students stretch themselves and do things they didn’t think they could do. Small ‘wins’ add up over time, and they have a huge impact on students’ confidence.”
B.S. in General Studies: University of Lafayette
PCEd. in Special Education: Worcester State University
M.Ed. in Curriculum and Instruction, Concentration in Language-Learning Disabilities: Worcester State University (in progress)
Ashlea holds certification in education grades 1-6 and special education grades pre-K-8. Her experience spans working as a classroom teacher and special educator in public schools as well as a reading specialist and tutor in a private center serving students with dyslexia. Ashlea has extensive training in several approaches for teaching reading and writing. She has a particular passion for designing educational programs and curricula for students with language-learning disabilities and dyslexia.
“Nothing builds a student’s confidence more than being able to do hard things on their own. My goal is to arm students with the skills, support, and resources they need to be successful independently.”
B.S. in Psychology and Religious Studies: College of the Holy Cross
M.S. in Speech-Language Pathology: Massachusetts General Hospital’s Institute of Health Professions
Certificate of Advanced Study in Literacy and Language for Reading Specialist Licensure: Massachusetts General Hospital’s Institute of Health Professions
Jen is a certified speech-language pathologist working with children and adults in public school, rehabilitation hospital, and private practice settings. She has extensive experience providing comprehensive speech-language, reading, and writing assessments as well as designing language and literacy interventions. With Dr. Singer, she co-authored ASSERT: A framework for teaching self-advocacy skills. Jen shares her time between Architects For Learning and a vocational technical high school.
“I love how Architects For Learning brings kids together who otherwise wouldn’t have connected. The two high school students I’ve been seeing this summer in the morning are going to lunch on Friday with each other and their moms. It’s so wonderful for them to have this new friendship – and for their moms to connect too!”
B.A. in Hearing and Speech Sciences: University of Maryland
M.S. in Speech-Language Pathology: Boston University
Taylor is a speech-language pathologist whose experience spans working in public schools, hospitals, and private clinic settings. Her clinical interests span school-age language, literacy, and learning disorders, speech fluency, augmentative/alternative communication, cognitive rehabilitation, and adult neurogenic disorders.
“I believe it is important for every student to recognize their many strengths and abilities and feel supported in areas they find challenging. Helping them adopt the mindset needed to tackle their learning challenges is just as crucial as teaching them skills and strategies.”