Carol Tolman

Carol Tolman, Ed.D., is a literacy consultant with extensive experience in public education and professional development. With a doctorate in educational psychology focused on literacy, Tolman has served as a consultant at the state, district, and school levels for more than 15 years. Before earning her doctorate, Tolman worked as a classroom teacher and special educator, accumulating over 25 years of experience in elementary and secondary public schools. She spent 12 years designing and implementing a reading clinic for academically challenged middle and high school students. Tolman also has experience providing literacy support within the juvenile justice system, serving underserved student populations.

Tolman is co-author of "LETRS" (Language Essentials for Teachers of Reading and Spelling), including the "LETRS" Presenter's Kits, "LETRS" Modules 1 and 10 (2nd Edition), and the "LETRS" 3rd Edition series with Dr. Louisa Moats. This professional development program equips educators with research-based knowledge to improve literacy instruction and student reading outcomes. Tolman has presided over the LETRS Leadership Board, developed LETRS On-Line, and leads LETRS Trainer of Trainer workshops to prepare educators as Certified Local LETRS Trainers.

In addition to her work with "LETRS," Tolman has contributed to literacy research and teacher education through publications such as "Working Smarter, Not Harder: What Teachers of Reading Need to Know and Be Able to Do" and "The Relationship between Teacher Knowledge and Effective RtI: When We Know Better, We Do Better" (IDA Perspectives). She has authored chapters and articles on teacher education, literacy intervention, and supporting students in developing reading and writing proficiency. Tolman developed the Tolman Hourglass, a conceptual model illustrating the relationship between oral language awareness and written syllable decoding.

Tolman has presented internationally on topics including literacy planning, the reading and writing brain, and strategies for developing accurate, efficient readers and spellers. Her work focuses on translating the science of reading into classroom practice, supporting educators, administrators, and policymakers in advancing literacy outcomes.