Lynn Meltzer, Ph.D

President and Director of ResearchILD and ILD
Associate in Education, Harvard Graduate School of Education,
Adjunct Associate Professor, Tufts University Dept of Child Development

Lynn Meltzer, Ph.D. is the President and Director of Research at the Research Institute for Learning and Development (ResearchILD) and Director of Assessment at the Institute for Learning and Development (ILD) in Lexington, MA. She holds appointments as an Associate in Education at the Harvard Graduate School of Education and as an Adjunct Associate Professor at the Tufts University Department of Child Development. She is a fellow and Past-President of the prestigious International Academy for Research in Learning Disabilities. Her 32 years of assessment and clinical consultation with children, adolescents, and adults have emphasized the critical importance of the theory-to-practice cycle of knowledge.

Her research, publications, and presentations have focused on understanding the complexity of learning and attention problems using a multi-dimensional model to bridge the gap between theory, research, and practice. Her extensive publications and professional presentations include articles, chapters, and books relating to the assessment and treatment of learning difficulties with an emphasis on the importance of metacognition, strategy use, cognitive flexibility, self-concept, and resilience.

Dr. Meltzer is the founder and chair of the national Learning Differences Conference, now in its 26th year at the Harvard Graduate School of Education. She is on the editorial boards of a number of prestigious journals.

Her recent work, together with her ResearchILD colleagues, includes books for professionals (Strategies for Success, Pro-Ed, 2005) and parents (Parent Guide to Hassle-Free Homework, Scholastic, 2003c) and two award-winning interactive software products (Brain Cogs and Essay Express), all with an emphasis on teaching critical executive function and learning strategies. Her most recent edited books address our current understanding of executive function processes and are titled, Executive Function in Education: From Theory to Practice. N.Y.: Guilford Press, 2007, and Promoting Executive Function in the Classroom, N.Y.: Guilford Press, 2010.

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