Dr. Gail Simpson Cahill has worked for over 25 years in the field of education as a teacher, special education administrator and school administrator.
As an educator, Dr.Cahill has trained thousands of teachers and other school personnel on various topics to include reading instruction/intervention, differentiating curriculum at all grade levels, and the Individualized Education Program (IEP) process.
As a tutor, Dr. Cahill is a highly trained diagnostician of reading with a focus on translating diagnostic information into instructional practices. Because of her educational background and extensive reading training in scientifically based methods, she is often sought out for intensive remediation and assessment in reading, spelling, written language, math, and study strategies/executive functioning coaching.
As an educator, Dr.Cahill has trained thousands of teachers and other school personnel on various topics to include reading instruction/intervention, differentiating curriculum at all grade levels, and the Individualized Education Program (IEP) process.
As a tutor, Dr. Cahill is a highly trained diagnostician of reading with a focus on translating diagnostic information into instructional practices. Because of her educational background and extensive reading training in scientifically based methods, she is often sought out for intensive remediation and assessment in reading, spelling, written language, math, and study strategies/executive functioning coaching.
Publications
Books and Book Chapters
Roffman, A. (2012). Review of Tips for Teaching Diverse Learners: Strategies for Success.
Cahill, G. (2017). Four Daughters, One Mother: Stories of Revising Identities (Chapter in a three-volume series, currently in the final editing stages).
Journal Articles and Conference Publications: Selected
Cahill, G., & Govendo, B. (2017). Teaching with challenging texts in social studies and history: Implementing three approaches to support all learners, The History Teacher (submitted).
Cahill, G., & Govendo, B. (2017). Beyond reading the Text: Teaching science students three strategies for mastering complex content, The Science Teacher (revise and resubmit).
Cahill, G., & Govendo, B. (2017). Voices of classroom teachers: What special educators need to know. Conference Publication, LDA International Conference, Baltimore, MD.
Cahill, G., & Govendo, B. (2014). A good reader has a plan: Helping students with learning disabilities. Learning Disabilities: A Multidisciplinary Journal, 20(3), 158–163.
Cahill, G., & Govendo, B. (2013). Three steps to success: Effective teaching of expository text to ALL learners. Conference Publication, International Association of Special Education, Vancouver, BC, Canada.
Conference Presentations and Acceptances: Selected
2016–2018
Cahill, G., & Govendo, B. (2018). Dyslexia in the Classroom: How Can Research Help Us
Teach? Conference Publication, 12th Literacy Essentials Conference, Central Connecticut State University, New Britain, CT.
Collaborating For Success: What General Educators Want Special Educators to Know. Presentation, CEC 2017 Convention and Expo, Boston, MA, April 20, 2017.
Comprehension of Informational Text for Struggling Readers: Strategies and Technologies. Presentation, CEC 2017 Convention and Expo, Boston, MA, April 19, 2017.
Voices of Classroom Teachers: What Special Educators Need to Know. Presentation, Learning Disabilities Association of America, 54th Annual Conference, Baltimore, MD, February 17, 2017.
Roffman, A. (2012). Review of Tips for Teaching Diverse Learners: Strategies for Success.
Cahill, G. (2017). Four Daughters, One Mother: Stories of Revising Identities (Chapter in a three-volume series, currently in the final editing stages).
Journal Articles and Conference Publications: Selected
Cahill, G., & Govendo, B. (2017). Teaching with challenging texts in social studies and history: Implementing three approaches to support all learners, The History Teacher (submitted).
Cahill, G., & Govendo, B. (2017). Beyond reading the Text: Teaching science students three strategies for mastering complex content, The Science Teacher (revise and resubmit).
Cahill, G., & Govendo, B. (2017). Voices of classroom teachers: What special educators need to know. Conference Publication, LDA International Conference, Baltimore, MD.
Cahill, G., & Govendo, B. (2014). A good reader has a plan: Helping students with learning disabilities. Learning Disabilities: A Multidisciplinary Journal, 20(3), 158–163.
Cahill, G., & Govendo, B. (2013). Three steps to success: Effective teaching of expository text to ALL learners. Conference Publication, International Association of Special Education, Vancouver, BC, Canada.
Conference Presentations and Acceptances: Selected
2016–2018
Cahill, G., & Govendo, B. (2018). Dyslexia in the Classroom: How Can Research Help Us
Teach? Conference Publication, 12th Literacy Essentials Conference, Central Connecticut State University, New Britain, CT.
Collaborating For Success: What General Educators Want Special Educators to Know. Presentation, CEC 2017 Convention and Expo, Boston, MA, April 20, 2017.
Comprehension of Informational Text for Struggling Readers: Strategies and Technologies. Presentation, CEC 2017 Convention and Expo, Boston, MA, April 19, 2017.
Voices of Classroom Teachers: What Special Educators Need to Know. Presentation, Learning Disabilities Association of America, 54th Annual Conference, Baltimore, MD, February 17, 2017.
