Throughout the years, Shelley has maintained her Structured Literacy Teacher Certification.

Dear Shelley:

“You can't stop a teacher when they want to do something. They just do it.” ― J.D. Salinger

And you have! Congratulations on your Certification from The Center for Effective Reading Instruction (CERI). We are so honored to have you as part of our growing foundation of educators dedicated to improving literacy through evidence-based teaching practices and outcomes. Together we are building a legacy of stronger readers and improving the lives of children everywhere.

The Center for Effective Reading Instruction is dedicated to improving education by strengthening the knowledge of our biggest allies – teachers. Whether you are a tutor working with students on nights and weekends; a classroom teacher working with a diverse classroom of children; the dyslexia specialist focused on the correct intervention for addressing a student’s needs; or the university professor preparing the next generation of teachers, our goal is still the same… to improve the quality of reading instruction for those around us.

For all the work you have accomplished, we are proud to present this Structured Literacy Classroom Teacher (C-SLCT) designation. 

Committed to Structured Literacy ™,
The Center for Effective Reading Instruction
40 York Rd 4th Fl
Baltimore, MD 21204

Shelley has a stellar reputation within the field of Dyslexia and other learning disabilities.

"Shelley Hatch and I have been associates in the field of learning disabilities for many years. She is affiliated with the Dyslexia Center of Utah and directs a valuable teaching service for these students who struggle to learn and succeed in school. I prepare future teachers in special education at Brigham Young University who will teach this type of student in a school setting. Shelley’s passion for helping students is evident and she spends much of her time in teaching sessions. She has also given of her time to transmit her great empathy for students to teacher candidates in my classes at the university. For years, probably seven or eight, she has come to campus with her partners and conducted a simulation of what it might be like to actually have a learning disability and be involved in a classroom where your performance is very important. I know that it is a sacrifice to dedicate three or so hours to do this once every Fall Semester. The team brings materials and equipment that enable these teacher candidates to experience a handicap in their learning and it has been very powerful. My students always comment about how the experience has opened their eyes and created a genuine empathy for young students with disabilities. I consider this to be a cornerstone activity for the class that assists them in achieving the Learning Outcomes. I certainly appreciate her service and recognize that it has made a difference in these future teachers."

Barbara Smith EdD
Associate Clinical Professor
Counseling Psychology and Special Education            Brigham Young University