Neena M Saha, PhD

Founder & CEO

Neena earned her doctorate in special education from Vanderbilt's Peabody College, where her focus of research was on individual differences in decoding skill acquisition. Her research can be found in The Journal of Learning Disabilities, Annals of Dyslexia, and Reading and Writing: An Interdisciplinary Journal. Before getting her doctorate, Neena was a classroom teacher for children with exceptional needs, including children with severe and persistent reading difficulties. Neena founded Elemeno® to help bridge the research-to-practice gap in early literacy by creating research-based tools for reading teachers, reading tutors, and literacy specialists. 

Daniel Hudson, MBA

CFO

Dan has broad experience in corporate finance, M&A, and financial consulting through his time at PwC and Deloitte. Dan graduated from Fordham's Gabelli School of Business in New York City. Dan's prior experience in entrepreneurship includes owning and operating a bar (which he later sold for a profit) while attending college at Florida State University.

Laurie Cutting, PhD

Scientific Advisor

Laurie E. Cutting, Ph.D., is the Patricia and Rodes Hart Professor of Special Education, Psychology and Human Development, Radiology, and Pediatrics at Vanderbilt University. She is also Associate Director of the Vanderbilt Kennedy Center, a member of the Vanderbilt Brain Institute, and a Senior Scientist at Haskins Laboratories. She has authored or co-authored over 100 publications focusing on reading, and reading disabilities. She is the recipient of numerous awards including the prestigious  NIH Method to Extend Research in Time (MERIT) Award. 

Freddy Hiebert, PhD

Scientific Advisor

Elfrieda “Freddy” Hiebert has had a long career as a literacy educator, first as a teacher’s aide and teacher of primary-level students in California and, subsequently, as a teacher educator and tenured professor. Her research, which addresses how fluency, vocabulary, and knowledge can be fostered through appropriate texts, has been published in numerous scholarly journals and books. Dr. Hiebert has authored over 100 papers, developed/consulted on several reading curricula for companies such as Scholastic and Pearson, and advised several state education agencies on how to structure early reading programs. 

Tim Odegard, PhD

Scientific Advisor

Tim Odegard is a tenured Professor of Psychology and holds the Chair of Excellence in Dyslexic Studies at Middle Tennessee State University. He leads the efforts of the Tennessee Center for the Study and Treatment of Dyslexia. Tim is the Editor-in-Chief of Annals of Dyslexia, and has also served as the Director of Research and Evaluation for the Wilson Language Training Corporation. 

Patricia Vadasy, PhD

Scientific Advisor

Patricia Vadasy is a Senior Research Scientist at the Oregon
Research Institute and an expert in early literacy skill acquisition.
She has extensive experience in school-based intervention research
with preschool to early elementary children at risk for reading
difficulties. The primary focus of her work over the last three
decades has been on details of phonics instruction that better support
development of essential foundation alphabetic skills, including
decoding and encoding. She has also created several popular commercial reading programs for beginning and struggling readers (e.g., Sound Partners, Ladders to
Literacy
).

Sam Gesel, PhD

Scientific Advisor

Sam Gesel is an Assistant Professor of Special Education at UNC Charlotte. Previously, she worked five years as direct support for children and adults with intellectual and developmental disabilities and have four years of experience working in inclusive public school settings. Her research centers on the intersection of assessment and intervention in reading for students with or at-risk for disabilities. Specifically, her research focuses on supporting teachers' implementation of data-based individualization (DBI) and their use of data to inform instruction and instructional adaptations for students who are not adequately responding to intervention.

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