Coral PS Hoh, PhD
Coral PS Hoh’s 3 decades-long consulting work with students with special needs and language disorders is guided by her research in Linguistics and Cognitive Science. Her studies of the linguistic ability of those outside the typical have been published in leading peer-reviewed journals. With a PhD in Linguistics, Dr. Hoh has refereed for premier publishers in Linguistics, Education, and giftedness research, including Routledge and MIT Press. Her work was funded by the National Science Foundation. As one of the few experts in this area of clinical linguistics, Dr. Hoh also presents her findings at international conferences and to medical groups. Her current research comprises clinical trials on Dysolve® AI and dyslexia. She is the co-author of Dyslexia Dissolved: Successful Cases with Learning Disabilities, ADHD and Language Disorders. She is the architect of the Dysolve® AI system and co-inventor of US and international patents for computing technologies for the diagnosis and treatment of language disorders.
Kyoichi Haruta, PhD
Kyoichi Haruta’s doctoral study at MIT of solid-state physics using x-ray diffraction techniques led him to research both hardware and software at Bell Labs. During a career that spanned over 4 decades, Dr. Haruta developed numerous novel and cutting-edge software programs for computer chip design at AT & T and Lucent Technologies. He utilized and distributed his proprietary software programs within these corporations, and gave talks at such institutions as Carnegie Mellon University on quartz crystal devices developed for telephone and satellite transmissions. He also earned patents in this area and was named a Distinguished Member of Technical Staff at Bell Labs. Dr. Haruta recently taught programming languages to Agere Systems personnel across the US and in Shanghai, Bangalore, Singapore, and Sydney. His innate curiosity in the transformation of physical states for human benefit continues to spur him to stay involved in leading-edge innovations through his mentoring of rising entrepreneurs in the tech industry. For several years, Dr. Haruta assisted his wife, Patience, in organizing an annual book fair that raised tens of thousands of dollars in scholarship funds for students in Pennsylvania.
Evan Haruta, MS
As a Senior Software Engineer at IBM for over 30 years, with an MS in Mathematical Engineering, Mr. Haruta helped software and hardware teams solve problems with emergency outages on mainframe computers that the largest enterprises in the world use for running mission-critical applications. He is a regular presenter at technology conventions for global companies in finance, healthcare, energy, transportation, retail, and service industries as well as federal agencies. Mr. Haruta helped to develop, and has taught, diagnostics, programming, and certification courses worldwide. He has also shared his expertise at global tech conventions and through a leading tech publication. He served on the IBM Patent Review Board to evaluate new computing technologies. His expertise in problem mitigation, evaluation and resolution in large-scale computing is particularly suited to meet EduNational’s AI needs for scalability and real-time analytics. Evan Haruta ensures that EduNational’s AI systems meet rigorous standards for functionality, reliability, efficiency, and security. The Dysolve® AI Platform has experienced no outages or downtime to date.
C. Ryan Kinlaw, PhD
Ryan Kinlaw has a lifelong interest in beliefs and behaviors related to school and schooling. Driven to understand individual differences and developmental patterns, Dr. Kinlaw earned an MEd in Human Development and Psychology from Harvard University and a PhD in Developmental Psychology from the University of North Carolina at Chapel Hill. With his research training in developmental analyses, Dr. Kinlaw has conducted research on children’s beliefs about intelligence and on the influence of gender, race/ethnicity, family, and culture on achievement beliefs, striving, and performance. He has published his work in periodicals such as the Journal of Educational Psychology, the Journal of Applied Developmental Psychology, Developmental Review, and the European Journal of Psychology of Education and has presented his work at national and international conferences. Dr. Kinlaw maintains memberships in several education- and development-related professional organizations such as the American Educational Research Association and the Society for Research in Child Development. He regularly serves as a reviewer of conference presentations for such associations and of manuscripts for leading journals. Over the past 20+ years, Dr. Kinlaw has taught across multiple contexts of post-secondary education—community college, liberal arts college, research university—and always seeks to apply what he has learned from his research on sources of academic motivation to his work in the classroom with students.
Wen-yu Chiang, PhD
Dr. Wen-yu Chiang is Professor in the Graduate Institute of Linguistics of National Taiwan University. Dr. Chiang was a visiting scholar to Harvard University’s Department of Linguistics and a guest scholar to Kyoto University’s Graduate School of Human and Environmental Studies and Literatures. Her research focuses on cognitive linguistics, and her theoretical and empirical investigations have been published in international journals such as Journal of Cognitive Linguistics, Language and Linguistics, and Lingua. An expert on Chinese Phonology, Dr. Chiang is the author of several books and recipient of prized literary awards. In 2000 she was selected as one of Taiwan’s Ten Most Outstanding Young Women.
Kevin M. Gaugler, PhD
Kevin Gaugler has been researching the intersection between instructional technology and language acquisition for almost twenty years. His innovative methodologies have been featured in publications such as Campus Technology Magazine, The Language Educator and National Public Radio’s The Best of Our Knowledge.
Dr. Gaugler was the 2010 recipient of the American Council on the Teaching of Foreign Languages prestigious Award for Excellence in Teaching with Technology. He is particularly interested in promoting literacy through technological solutions. Dr. Gaugler has designed a software program that supports struggling readers of second languages and recently authored a book chapter on technology for a teacher’s handbook on language instruction. He is a frequent presenter at conferences worldwide and at invited speaking engagements at such institutions as Columbia, Brown, Georgetown, Harvard and Yale Universities. Dr. Gaugler continues to work with schools and universities to build unique learning opportunities through technology that prepare students for the challenges of the 21st century. One of his children used Dysolve® to clear his reading difficulty successfully.
Deborah Furman, MS
Deborah Furman has a Master’s degree in Computer Science and has worked at IBM for over 25 years. As a Senior Software Engineer, Deborah specializes in testing the z/OS operating system, which runs on the z Mainframe. She has written several internal testing classes for IBM and has co-authored a college-level Enterprise Software Testing course. Deborah is sought after as a mentor and a teacher within IBM. She holds several patents in the field of software testing. Deborah volunteers during National Engineer’s Week to share her passion for engineering with elementary, middle and high school students. One of Deborah’s three children was diagnosed with dyslexia several years ago and has since then successfully graduated from the Dysolve® pilot program.
Richard Sackerman, MAT, MEd
Richard Sackerman began his public school teaching career eleven years ago. As a teacher of the humanities, Rich believes that reading comprehension, written expression, and passion are at the crux of all learning. His pedagogical focus is on strengthening reading comprehension among his students. He works specifically on helping them increase their understanding of reading and its relation to his subject area. Rich completed his Master’s degree in Secondary Education from Fairleigh Dickinson University and his Master’s in Educational Leadership from Montclair State University. For the past ten years, Rich has used theatre to reach students, elementary through high school, to strengthen their self-confidence and to help guide them to see and reach their full potential. As a result of his dedication, Rich was nominated for a Tony Award for Excellence in Theatre Education in 2015. In addition to teaching Social Studies at a middle school in New Jersey, Rich is an adjunct professor at Centenary College. He co-presented on dyslexia and twice-exceptionality at the New Jersey Education Association Convention in 2016.
Stephanie Sackerman, MA
Stephanie Sackerman has taught in the public education sector since 2009. She has a BA in English and earned her Master’s degree in Curriculum and Teaching at Columbia University’s Teachers College, where she focused on working with adolescent students who struggled with organization, motivation, and self-defeatism. As a middle school teacher of reading and writing and two-time Teacher of the Year award recipient, Stephanie is exceptionally passionate about instilling a love of reading, writing, and learning in all her students. She has studied the language development of exceptional populations, and her case study was published in an academic journal indexed in MEDLINE/PubMed and PsycINFO. Stephanie is a seventh-grade teacher in New Jersey and continues to expand the application of technology-based learning tools in her classroom. She co-presented “Completing the Picture of Dyslexia: Twice-Exceptional Students” at the 2016 New Jersey Education Association Convention.
Ryan Zaccaro, MA
Ryan Zaccaro is the Director of a transition program for individuals with special needs in New York City. After graduating with a BA in English, he began his career in Special Education by working as a teaching assistant at the Anderson Center for Autism. Ryan graduated from Teachers College, Columbia University, with a Master’s degree in Special Education. While at Columbia, Ryan received a fellowship to work in a community program that implemented evidence-based practices for ESL students with autism. Through his earlier work as a researcher and practitioner, he has become invested in finding the root causes of student’s academic struggles. He co-wrote book chapters for a college textbook on writing and looks forward to contributing further to our knowledge of literacy development and Special Education.
