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Contact Info
105 College Avenue
Medford, MA 02155
Phone: 617-627-3355
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Lynn Meltzer
Adjunct Associate Professor, Eliot-Pearson Dept. of Child Development
Director of Assessment and Research, Institute for Learning and Development, Lexington, MA
President, Research ILD
Associate in Education, Harvard Graduate School of Education
Past President, International Academy for Research in Learning Disabilities
Education
Ph.D. University of the Witwatersrand, Johannesburg, South Africa, 1977
Expertise
Special education, cognitive development, educational assessments,
learning differences, executive function, attention deficit disorder,
strategy instruction
Major Awards
Member of the editorial board for Journal of Learning Disabilities.
Conference Chair, annual Learning Differences Conference, Research
ILD and Harvard Graduate School of Education. Consultant to public
and private schools on learning styles, strategies, and methods of
identifying and teaching children with difference learning profiles.
Publications
Meltzer, L.J. et al. (2010). Promoting Executive Function in the
Classroom. Guilford Press, NY.
Meltzer, L.J. (Ed.). (2007). Executive Function in Education: From theory to
practice. Guilford Press, NY.
Meltzer, L.J. et al (2006). Strategies for Success: Classroom teaching
techniques for students with learning differences (2nd Edition). Pro-Ed.
Austin, TX.
Meltzer, L.J., Reddy, R., Pollica, L.S., & Roditi, B. (2004). Academic success
in students with learning disabilities: The roles of self-understanding,
strategy use, and effort. Thalamus (Journal of the International Academy for
Research in Learning Disabilities), 2(1), 16-32.
Meltzer, L.J., Katzir, T., Miller, L., Reddy, R. & Roditi, B. (2004). Academic
self-perceptions, effort, and strategy use in students with learning
disabilities: Changes over time. Learning Disabilities Research and Practice,
19(2), 99-108.
Meltzer, L.J., Reddy, R., Pollica, L.S., Roditi, B., Sayer, J., & Theokas, C.
(2004). Positive and negative self-perceptions: Is there a cyclical relationship
between teachers’ and students’ perceptions of effort, strategy use, and
academic performance? Learning Disabilities Research and Practice, 19(1), 33-44.
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