Framework Architect & Literacy Systems Strategy
Consulting, strategy sessions, and professional learning focused on literacy implementation, dyslexia, family navigation, executive functioning, and equitable systems support for children with language-based learning differences.
Offerings are designed for schools, organizations, clinicians, and families seeking support.
​
Areas of Support
-
Literacy implementation strategy
-
Dyslexia and equitable literacy supports
-
Family navigation and advocacy systems
-
Executive functioning and literacy integration
-
Family engagement and protective/generative capacity
-
Professional development and educator learning
-
School, nonprofit, and community consultation​
Offerings may include:
-
Strategy sessions
-
Workshops and professional learning
-
School and organizational consultation
-
Family navigation intensives
-
Implementation planning support
Professional Development for SLPs
We offer professional development and training opportunities for speech-language pathologists interested in learning more about dyslexia, reading disorders, and Language-Mediated Generative & Protective Capacity Framework™
Speaking Engagements
Resha Conroy is a nationally recognized literacy advocate, educator, and speaker specializing in dyslexia, culturally responsive literacy practices, and parent empowerment. As the founder of the Dyslexia Alliance for Black Children (DABC), Resha delivers engaging, research-based presentations that bridge science, advocacy, and culturally affirming teaching practices. Resha’s dynamic and heartfelt approach leaves audiences informed, empowered, and ready to take action.
Speech and Language Evaluation & Therapy
We provide speech and language assessment and treatment in the following areas:
​
-
​Language Disorders
-
Dyslexia and Reading Disorders
-
Speech, Phonology and Articulation
-
Executive Functioning
-
Social Pragmatic Language Disorders
​​
Virtual speech and language services are available for residents of Pennsylvania. Limited in-person evaluations are also available in the Philadelphia area.
​​​
Language-Mediated Generative & Protective Capacity Framework™
Language. Identity. Transformative Action.
A language-mediated, culturally affirming, generative and protective framework. The Language-Mediated Generative & Protective Capacity Framework™ is an innovative, research-informed model designed to strengthen families’ capacity to support children with dyslexia and other learning differences. Grounded in resilience science, co-regulation and executive function research, and culturally sustaining pedagogies, this framework positions families as the first line of protection and identity affirmation for children navigating educational systems.
At its core, the framework highlights the power of language as a vehicle for protection, learning, and advocacy. Through structured, identity-affirming, and co-regulatory communication, families can build their children’s emotional regulation, executive functioning, literacy skills, and advocacy competencies, creating both immediate and long-term protective effects.
This framework integrates three evidence-based and culturally responsive bodies of knowledge:
-
Resilience & Protective Factor Science
-
Parent Training & Behavior Change Science
-
Culturally Knowledge & Assets
The Language-Mediated Generative & Protective Capacity Framework™ is offered as a training and application model that equips caregivers and professionals with practical tools to support children’s regulation, literacy, and advocacy.
​
The Language-Mediated Generative & Protective Framework™ is the intellectual property of Resha Conroy. Any reproduction or adaptation for commercial or academic purposes requires express permission from Resha Conroy.
About Me
About Me
Resha Conroy, MPA, MS, CCC-SLP, is a nationally recognized speech-language pathologist, literacy justice advocate, systems strategist, and thought leader working at the intersection of dyslexia, language, literacy, executive functioning, resilience science, and educational equity.
As the founder of the Dyslexia Alliance for Black Children (DABC), Resha has emerged as a leading voice advancing equitable literacy access and addressing the amplified inequities experienced by Black children with dyslexia and other language-based learning differences. Her work bridges clinical expertise, systems transformation, family advocacy, and culturally sustaining practice to support children, families, educators, and organizations nationwide.
Drawing from both professional expertise and lived experience as the mother of two children with learning differences, Resha develops interdisciplinary frameworks that examine how language, identity, regulation, advocacy, and resilience shape learning and educational access across systems and relationships.
She is the developer of the ALIGN Framework™, a systems-level literacy justice framework designed to strengthen equitable literacy identification, intervention, family partnership, and educational decision-making. She is also the developer of the Language-Mediated Generative & Protective Capacity Framework™, an interdisciplinary framework exploring how language functions as a mechanism for resilience, co-regulation, identity affirmation, advocacy, and protective capacity across families, educational systems, and community contexts.
With more than a decade of experience in education, clinical practice, and nonprofit leadership, Resha has consulted with schools, districts, organizations, and leadership teams on literacy, dyslexia, executive functioning, language-based learning differences, family engagement, and systems-level educational design. She currently serves on the National Center on Improving Literacy (NCIL) Family Engagement Advisory Board, the NYC Department of Education Literacy Advisory Council, the Learning Ally National Advisory Board, the Evidence Advocacy Center (EAC) Parent & Family Advocacy Team, the New York State Dyslexia and Dysgraphia Task Force, and the EdTrust Literacy Advisory Council.
Resha believes that communication is foundational to learning, identity, connection, self-advocacy, and resilience. Her work integrates speech-language pathology, literacy development, executive functioning, co-regulation, and culturally sustaining practice through a holistic, strength-based, and evidence-based approach grounded in brain science and developmental research.
She supports the language and cognitive systems that underlie reading, writing, emotional regulation, executive functioning, and academic confidence, while honoring the cultural, linguistic, and individual strengths each child and family brings.
Whether working with children, families, educators, clinicians, or organizations, Resha’s goal is to create affirming and transformative learning experiences that strengthen confidence, foster resilience, and expand educational possibility for all learners.