Our vision is that students view themselves as confident and capable learners who know how to tackle what comes their way in school and in life.

Our Pillars
Structure
Structure is central to everything we do. Providing students with the right structured methods for approaching difficult tasks is critical for success both in and outside of the classroom.
Making the invisible visible
Thinking is invisible. If students have thoughts, they can show them. If they can show their ideas, they can organize them, reflect on them, refine them, remember them, and share them with others effectively.
Evidence-based practice
High quality instruction incorporates research and evidence-based methods. Always.
The self
Self-knowing, self-valuing, self-regulation, and self-advocacy: all are key to perseverance and success in school and in life.
Partnership
Learning doesn’t happen in a vacuum. By building strong partnerships and coordinating efforts with parents, teachers, and related professionals, we can provide the consistency students need to succeed.
Independence
Independence is the ultimate goal. Students should perform to the best of their abilities without our help.

Our instructional methods are rooted in research

Our founder and CEO, 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:

Our Methods

EmPOWERTM

EmPOWER is a method for teaching academic writing systematically in six steps. With just nine key questions and a set of organization strategies, the EmPOWER steps and strategies can be used with any writing assignment in any grade level and any subject area.

Brain Frames®

Brain Frames are a set of six visual patterns that show how language is organized for different purposes. With Brain Frames, students have a way to show their ideas, organize them, reflect on them, refine them, remember them, and communicate effectively with others.

Unlocking SentencesTM

Unlocking Sentences is a revolutionary method for teaching sentence-level reading comprehension. By parsing sentences in multi-word chunks rather than one word at a time, students can compensate for memory limitations and understand what they read.

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.

Our Story

Bonnie Singer, Ph.D., Founder/CEO

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.

A tough decision: stay in the collegiate “ivory tower” or go work where the kids are.

Our Team

Bonnie Singer, Ph.D., CCC

Founder and Chief Executive Officer

B.S., M.S., and Ph.D. in Communication Disorders: Emerson College

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 the EmPOWER™ method for teaching expository writing, the Brain Frames® graphics for supporting language, literacy, teaching, and learning, and the Qualitative Writing Inventory and Me & My Writing/My Students’ Writing scales for assessing writing. In partnership with Angela Tamborella, M.S., CCC, her most recent project is Unlocking Sentences, an approach to teaching sentence structure and 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 addition to directing the staff in their Needham and Beverly offices, she provides consultation and professional development to teachers and schools world-wide.

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Kristen Mallett, M.S., CCC-SLP

Director of Clinical Operations

B.A. in English: Douglass College, Rutgers University
M.S. in Communication Sciences and Disorders: Emerson College

Kristen is a certified speech-language pathologist with many years of experience working in public school, private practice, medical, and university settings.  She has worked closely with Dr. Singer for over two decades, overseeing our programs, supervising staff, and providing comprehensive spoken and written language evaluations as well as therapeutic language intervention.

As Director of Clinical Operations, Kristen oversees and coordinates all of our services, consults with schools, and works closely with families to identify and prioritize the instructional needs of students.

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Tara Adams, M.A. HRM

HR and Operations Manager

B.S. in Social Science: National College of Ireland
M.A. in Journalism: Dublin Institute of Technology
M.A. in Human Resource Management: National College of Ireland

Tara held numerous office management positions in the U.S. and Dublin, Ireland prior to joining Architects For Learning in 2016. She also held roles as an editor as well as freelance writer and journalist, contributing to various publications in Ireland and the United States.

Tara manages all of the HR and operations needs of our office, and she works closely with our senior management team and families to assist with all aspects of scheduling and enrollment.

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Lauren Buckley, M.S., CCC

Speech-Language Pathologist

B.A. in Psychology: Bucknell University

M.S. in Speech-Language Pathology: Boston University

Lauren is a speech-language pathologist whose experience spans working in public schools, outpatient hospital clinics, and private clinic settings. She also supported clinical research in the Department of Otolaryngology and Communication Enhancement at Boston’s Children’s Hospital.

“I believe it is so important for every student to recognize their many strengths and successes while also feeling supported in areas that are challenging. Giving students the tools to problem-solve and adopt a growth mindset in the face of setbacks is often just as crucial as the language skills and strategies that we teach.”

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Cory Campbell, M.S., CCC

Speech-Language Pathologist

B.A. in Speech-Language Pathology and Audiology: University of Texas, Dallas

M.S. in Communication Disorders: University of Texas, Dallas

Cory is a certified speech-language-pathologist whose clinical experience spans a number of public schools across New England. She was research assistant to the esteemed Dr. Anne Van Kleek, whose work in early literacy, academic language, and foundations of reading comprehension is renowned. Cory has expertise providing assessment and intervention to children in preschool through college whose challenges with spoken language and executive functions influence their literacy and academic success.

“So much of a student’s school day is beyond his or her control. Learning shouldn’t be. I enjoy helping my students gain independence and mastery over their own learning.  Teaching them structure and strategies increases their confidence and decreases any anxiety they may have about their academics.”

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Jessica Curtin, M.Ed.

Educational Consultant/Instructional Specialist

B.S. in Elementary Education, Special Education, and Psychology: Fitchburg State College

M.Ed. in Creative Arts Across the Curriculum: Lesley University

Jess holds certification in education grades 1-5 and special education grades K-8. Her experience spans working as a 4th grade teacher, literacy coach, and special educator in Ansbach, Germany; special educator at a private school; and special educator and 5th grade public school teacher. She is a co-author of EmPOWER: Classroom Materials and works closely with Dr. Singer to provide professional development to educators world-wide.

“The methods and strategies we use here at Architects For Learning not only help make language stand still so that I can help my students organize and understand things they need to learn, but those same strategies help make language stand still so my students can organize and present the things they want to say.”

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Maureen Denney, M.S. Ed.

Reading Specialist

B.A. in English: University of Massachusetts, Boston

M.S.Ed. in Language and Literacy: Simmons College

Maureen is is a certified as a 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.”

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Kate La Croix, M.S., CCC

Speech-Language Pathologist

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.”

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Karen Miles, M.S., CCC

Speech-Language Pathologist/Reading Specialist

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.” 

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Jennifer Mogensen, M.S., CCC

Speech-Language Pathologist/Reading Specialist

B.S. in Psychology and Religious Studies: College of the Holy Cross

M.S. in Speech-Language Pathology; 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!”

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Kim Motylewski, M.S., CCC-SLP

Speech-Language Pathologist

B.A. in Political Science: Vassar College

M.S. in Communication Sciences and Disorders: Emerson College 

Kim had a long career as a radio producer before discovering the field of speech-language pathology. She is a certified speech-language pathologist whose experience spans pediatric private practice, preschool programs, public schools, and adult outpatient rehab facilities.

“The things students say to themselves about who they are as learners matters because it effects their habits and their ability to persevere. Along with teaching concrete skills, I’m motivated by the chance to foster an internal sense of ability and potential for growth.” 

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Ariel Schuman, M.S., CCC

Speech-Language Pathologist

B.S. in Cognitive Science with concentration in Speech-Language Pathology: University of Delaware

M.S. in Speech-Language Pathology: Boston University

Ariel is a speech-language pathologist whose experience spans K-12 public and private school, private practice, and hospital settings. She has a particular passion for school-age students whose challenges with executive functions affect all facets of literacy and school performance. A firm believer in collaborating with teachers and parents, Ariel structures her work with students around the demands they face in the classroom each day.

“I strive to create an environment where students connect with me, feel safe to take learning risks, and develop confidence from within. I am passionate about helping students internalize functional strategies that stimulate growth not only in our sessions, but also in their daily lives.” 

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Emily Wessendarp, M.A., CCC

Speech-Language Pathologist

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 independently 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.”

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Sarah Wildes, M.S., CCC

Speech-Language Pathologist

B.S. in Communication Sciences and Disorders: University of New Hampshire

M.S. in Communication Sciences and Disorders: University of New Hampshire

Sarah is a certified speech-language-pathologist with extensive experience working in public schools with elementary-age students, private clinics with both children and adults of all ages, and camps serving students with communication and learning challenges.  She also served on the research staff in the University of New Hampshire’s Communication Sciences and Disorders Research Lab.

“I’m grateful to be a part of a process that gives these students the tools to express their own ideas and passions without feeling overwhelmed by the complex language demands of reading and writing. Offering support and strategies to navigate these demands helps to eliminate the “hard stuff” so that students can focus on what they’re learning and feel confident about sharing what they know.”

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