Jean C. Tucker, M.Ed., CCC-SLP - Jean has specialized in teaching basic spoken and written language skills as well as the cognitive skills which are necessary for becoming proficient in academic endeavors. She received her bachelors degree from the University of Rhode Island in 1963 and then worked with economically disadvantaged students, delinquent children, and emotionally handicapped children before raising a family in New Hampshire. She obtained a Masters degree in Language and Literacy from Harvard Graduate School of Education in 1995. She completed her training in speech and language pathology at the Massachusetts General Hospital Institute of Health Professions in 1998 and received her Certificate of Clinical Competence in speech-language pathology in 2000. She also received her certification in Orton-Gillingham at the Carroll School in Lincoln, Massachusetts. She is trained in and instructs others in the Lindamood Phoneme Sequencing (LiPS) program. She is trained in the Prompts for Restructuring Oral Motor Phonetic Targets (PROMPT) program, Instrumental Enrichment cognitive skills curricula, Learning Propensity Assessment Device cognitive skills evaluation system, and Precision Teaching.
Patricia Kane Pennington, B.A., Language Arts teacher with certification in Elementary Education - Patricia has focused on helping students develop language skills and cognitive skills as a classroom teacher, a teacher of the gifted and talented and teacher of language arts subjects in private practice. She graduated from Frostburg State College in Maryland in 1970 with a Bachelors of Arts in Education. She taught in grades three and four in Maryland and New Hampshire before remaining at home to raise two sons and a daughter. Prior to joining Jean as a partner in Exeter Speech, Language & Education Associates, Pat worked as coordinator and teacher of Gifted Education in Portsmouth and Greenland, NH, as a fifth grade teacher at St. Patrick School, Portsmouth, and as a tutor in private practice. Pat has committed herself to trainings which focus on the development of reading skills and written expression skills, critical thinking skills, and cognitive skill development. She is trained in the Lindamood Phoneme Sequencing (LiPS) Program and instructs others in this program. Pat has received training in Precision Teaching, the Instrumental Enrichment cognitive skills curricula, the Learning Propensity Assessment Devise cognitive skills evaluation system, and is currently in the process of becoming a trainer in the Instrumental Enrichment program.
Sherri Beall, M. Ed., Certified General Special Education and Learning Disabilities teacher K-12 - Sherri is experienced in providing language-based instruction in all subject areas, with a concentration in mathematics. She has worked in both public and private school settings for the past ten years as a certified Learning Disabilities Specialist. She is trained in the Lindamood Phoneme Sequencing (LiPS) program and Feuersteins Instrumental Enrichment program. Sherri recently trained in Precision Teaching in mathematics at the Morningside Teachers Academy in Seattle, Washington. She integrates her experience and specialized training to provide individual programming for students of all needs and ages.
Laura Theobald Pasqualoni, M.S., CCC-SLP - Laura has specialized in working with children and adolescents requiring spoken and written language acquisition skills. Laura graduated from Stonehill College in 1992 with a Bachelor of Science degree in psychology and a concentration in secondary education. She worked with emotionally disturbed children in a non-traditional classroom setting before continuing her education. She obtained a Masters degree in communication sciences and disorders from the Massachusetts General Hospital Institute of Health Professions in 1996 and her Certificate of Clinical Competence in 1997. In addition, Laura received training in literacy and became a certified teacher of reading in 1996. Laura is trained in the Lindamood Phoneme Sequencing (LiPS) program, the Prompts for Restructuring Oral Motor Phonetic (PROMPT) program, Instrumental Enrichment cognitive skills curricula, and Precision Teaching.
Carol Zickell, M.S., Certified teacher - Carol has worked with students Kindergarten-Adult. Her focus has been helping students developing learning strategies and skills necessary for confident expression in all subject areas. She received her bachelors degree in education from Worcester State College in Massachusetts and her Masters degree in Reading from the University of New York Albany. She taught grades four to six for seven years in Massachusetts and New York before raising a family. Carol has taken graduate classes and seminars at Boston University, the University of New Hampshire, and Goddard College. She is trained in the Lindamood Phoneme Sequencing (LiPS) program and Precision Teaching. In the last 5 years she has privately tutored children and young adults and taught English as a Second Language in the Dover School System. Currently, she teaches a course, English as a Second Language, Intensive, at the University of New Hampshire.
Christine L. Moses, M.Ed., Certified Reading Specialist and General Special Education teacher - Christine is experienced in providing individualized instruction in the development of basic reading skills. She has worked in public schools for the past seven years as a reading tutor and certified special education teacher. Christine received her bachelor’s degree from the University of New Hampshire and her master’s degree in reading from the University of New Hampshire with a particular focus on research related to reading disabilities. Her professional interests include the use of brain-based research to maximize instructional effectiveness and the role of motivation in learning. She is trained in the Lindamood Phoneme Sequencing (LiPS) program, Project Read Phonology, and Precision Teaching techniques.
Chris Field, M.Ed., Certified Elementary Education teacher - Chris worked as a full-year teaching intern in a grade three classroom during the 2005-2006 school year. He completed his recent transition into the field of education at the University of New Hampshire by earning a B.A. in English and a M.Ed. in elementary education. Chris has completed training in Precision Teaching and the Lindamood Phoneme Sequencing (LiPS) Program.
Julia W. Higgins, B.A., LD Tutor - Julie has taught reading, language arts and study skills in both classroom and tutorial settings for over 20 years. She earned a B.A. in English from the University of New Hampshire and a teaching certificate in Secondary English from Lesley College. She then worked at Landmark School in Beverly, Massachusetts for eight years as a teacher, tutor, supervisor and study skills department head. During her time there, Julie received training in Landmark’s Orton-Gillingham based method for teaching reading and spelling, as well as training in effective instruction practices for teaching language arts, organization and study skills. While raising three sons, she continues to tutor students privately and in the local public schools. Julie is also trained in the Lindamood Phoneme Sequencing Program (LiPS) and in Precision Teaching, and enjoys working with students of all ages.
Mary B. Larson, Office Manager - Mary worked in insurance for many years earning her Chartered Property & Casualty Underwriter (CPCU) diploma before moving on to administrative jobs in child care and educational fields. Mary is currently working on her B.S. in Management with an option in Information Technology Management at Granite State College.
Exeter Speech, Language & Education Associates are experienced speech-language pathologists, reading specialists, language arts teachers, and math teachers. By working together and drawing on our combined knowledge, we are able to share our expertise to create and provide an appropriate, specialized program for each student that is as intensive as necessary to be successful.
We work together with parents, teachers, and other service providers. In addition, we are experienced in training parents and educators in the implementation of specific programs for learners of all ages, and in integrating students personalized programs into the programs used in their schools.
In our years of working with students, we have observed that some students learn to read but never efficiently; some struggle to organize their thoughts, to express themselves, and/or to understand and use abstract as well as concrete language, even after they have caught up in reading. Our experiences in teaching and assessing children and adults has led us to understand that it is often necessary to use several programs in order to the meet the needs of our students.
