Sarah Arnold:
Hello! I am Sarah Arnold, Founder of Halifax Learning.
I know from personal experience what it is like to go through school without efficient reading and writing skills—it limited my personal potential, rocked my confidence, and presented barriers to optimal performance in all aspects of my learning and life.
My life direction became clear when I met and became a student of Dr. Kay MacPhee from PEI. I studied Dr. MacPhee’s life's work, which is an evidence-based structured literacy program that offers a clear instructional pathway tailored to the needs of learners. I adopted this to become Halifax Learning Inc. in 2007.
The profound transformation that happens as a child becomes an excellent reader is magical; there is science and art in this process, and it is the best job in the world.
It is every child’s human right to be provided with a strong foundation of reading skills mastery, and at Halifax Learning we make this a reality.
The publishing of the Ontario Human Rights Commission Report, the Right to Read Report, in 2022 concluded that literacy is a basic human right. This historic report recommended Halifax Learning as a leading Canadian structured literacy student program and teacher training provider.
Laurie Sinclair:
I'm Laurie Sinclair, CEO of Halifax Learning, where I lead a team of educational experts delivering Canada's leading structured literacy program, one grounded in the science of reading and designed to build lasting foundational skills in both teachers and students.
My background spans business strategy, leadership, and scaling private enterprises across Canada. I hold a BBA, an MBA, and a CPA designation, complemented by executive education in Strategy, Leadership, and Scaling Private Business from Harvard University. Throughout my career, I've developed a strong track record of identifying market opportunities and building sustainable business models that grow.
At Halifax Learning, I bring that expertise to a mission I believe in deeply: ensuring every teacher and student in Canada and beyond has access to the tools, skills, and resources they need to become confident, lifelong readers.
Melinda Cameron:
I'm Melinda Cameron, Director of Clinics and Research at Halifax Learning. I lead curriculum development and research initiatives for Canada's leading structured literacy program.
I hold a Research Master of Arts in Literacy Education from Mount Saint Vincent University, and my career spans over two decades of direct literacy instruction, teacher mentorship, and program development.
At Halifax Learning, I oversee the clinical delivery of the SpellRead program and drive the research partnerships that keep our practice grounded in current science. This includes an active AI phonological screener validation study in collaboration with researchers at Saint Mary's University.
I am a curriculum developer, conference presenter, and literacy advocate. I present regularly at the International Dyslexia Association and ResearchEd conferences, where I speak on automaticity and intervention for struggling readers.
My commitment is simple: to close the gap between literacy research and classroom practice, and to ensure that every student, no matter where they are, has access to instruction that works.
Eryn Steele:
Hello, I’m Eryn Steele, Director of Teacher Training at Halifax Learning. I work with educators, schools, and districts across Canada to bring structured literacy into real classrooms in a way that is clear, practical, and sustainable.
With over 25 years of experience in literacy instruction, my work spans teacher training, curriculum development, and professional learning design.
I’ve also worked directly with students of all ages, which continues to inform how I design training and support educators.
I develop courses and training that align with best practices in education and help teachers build strong, consistent instructional routines.
Through coaching and mentoring, I work alongside educators to translate research into confident, day-to-day practice.
At the core of my work is a commitment to equitable access to literacy and to supporting educators as they help students become confident, capable readers and writers.