Reading Recovery Trainer of Teacher Leaders
203E Shibles Hall
University of Maine
Orono, Maine 04469
Bio: Lori Taylor works as Reading Recovery Trainer of Teacher Leaders for the College of Education and Human Development. She began working at the University of Maine as a Reading Recovery Teacher Leader in 2013. Prior to that, she worked for 28 years in education, as a teacher in special education, kindergarten and first through third grades, as well as Reading Recovery and literacy interventions in grades K-4. Lori also served in public schools as an advanced literacy coach and Reading Recovery teacher leader. She has provided professional development for teachers through graduate coursework and coaching for over a decade. Research interests include teacher professional development and contingent teaching with a focus on reflection, language and nonverbal teacher actions.
Ph.D. in Literacy Education, 2016, University of Maine
M.Ed., 2005, University of Maine
B.S. in Elementary Education and Special Education, University of Maine at Farmington
Courses taught at UMaine
- EEL 655/656: Issues Related to Reading Recovery Theory and Practice
- EEL 657/658: Teacher Leader Internship
- EEL 659/660: Teacher Leader Practicum
- EEL 561/562: Literacy Processing: Exploring How Children Learn to Read and Write
- EEL 598/599: Reading Recovery Teacher Training
- EEL 596/597: Literacy Lessons Teacher Training
- EEL 652/653: Intervention Designs for Struggling Learners
- Taylor, L. (2018). Taking reflection to a higher level: A study of teacher engagement in intellectual practice. Journal of Reading Recovery, 18(1),17-29.
- Taylor, L. L. (2014). Collaborative leadership of the principal and literacy coach: A lever for comprehensive and systematic change. In Dorn, L., Forbes, S., Poparad, Mary A., & Schubert, B. (Eds.). “Changing minds, changing schools, changing systems: A comprehensive literacy design for school improvement.” (pp. 107-114). CA: Hameray.