Nancy Legath
Educational Consultant — Literacy, K–6
Nancy Legath serves as an Educational Consultant at CORE, bringing extensive experience in Grades K-7. Nancy earned her Ed.D. from Widener University in Cognitive Studies in Literacy, her M.Ed. from The Pennsylvania State University in Curriculum and Instruction with a concentration in Literacy, and her BA from Gettysburg College.
Nancy has 25 years of experience in education, ranging from being a classroom teacher, gifted education teacher, literacy specialist, literacy coach, grade level leader, curriculum leader, and practicum supervisor. She holds certificates in Elementary Education, English grades 4-8, Reading Specialist, Instructional Coach, ESL Program Specialist, and Reading Supervisor. Additionally, Nancy serves as an adjunct instructor at universities in Pennsylvania, Arizona, and Iowa. She teaches courses on literacy instruction, assessment, diagnosis, and remediation of reading difficulties, educational research methods, preparing teachers to become literacy specialists, and methods for teaching Multilingual Learners. Nancy has developed and led many professional development trainings and has presented at several conferences in the Northeast.
Her expertise lies in assessing and addressing individual student needs to tailor instruction, ensuring the success of all learners, including multilingual learners, in developing their literacy skills. Nancy possesses a profound commitment to cultivating foundational skills among young learners, implementing robust elementary MTSS programs, and integrating evidence-based research instruction into her teaching and coaching.
Nancy is passionate about collaborating with educators to enhance their teaching effectiveness by integrating evidence-based research methods, thereby creating culturally responsive environments that foster optimal growth and achievement for all students.
Nancy’s continued commitment to reading acquisition and instruction all point toward having an impact on teachers’ instructional practice and the belief that all teachers can teach all children to read.
Nancy Legath
Educational Consultant — Literacy, K–6
Nancy Legath serves as an Educational Consultant at CORE, bringing extensive experience in Grades K-7. Nancy earned her Ed.D. from Widener University in Cognitive Studies in Literacy, her M.Ed. from The Pennsylvania State University in Curriculum and Instruction with a concentration in Literacy, and her BA from Gettysburg College.
Nancy has 25 years of experience in education, ranging from being a classroom teacher, gifted education teacher, literacy specialist, literacy coach, grade level leader, curriculum leader, and practicum supervisor. She holds certificates in Elementary Education, English grades 4-8, Reading Specialist, Instructional Coach, ESL Program Specialist, and Reading Supervisor. Additionally, Nancy serves as an adjunct instructor at universities in Pennsylvania, Arizona, and Iowa. She teaches courses on literacy instruction, assessment, diagnosis, and remediation of reading difficulties, educational research methods, preparing teachers to become literacy specialists, and methods for teaching Multilingual Learners. Nancy has developed and led many professional development trainings and has presented at several conferences in the Northeast.
Her expertise lies in assessing and addressing individual student needs to tailor instruction, ensuring the success of all learners, including multilingual learners, in developing their literacy skills. Nancy possesses a profound commitment to cultivating foundational skills among young learners, implementing robust elementary MTSS programs, and integrating evidence-based research instruction into her teaching and coaching.
Nancy is passionate about collaborating with educators to enhance their teaching effectiveness by integrating evidence-based research methods, thereby creating culturally responsive environments that foster optimal growth and achievement for all students.
Nancy’s continued commitment to reading acquisition and instruction all point toward having an impact on teachers’ instructional practice and the belief that all teachers can teach all children to read.