My Child Can’t Read: A Heartland Crisis

S4E3 /// When Proof Exists: What Responsibility Demands

What does the research actually say about how children learn to read—and why hasn’t it reached every classroom?
In this episode, we examine decades of reading science alongside the real experiences of teachers, parents, and students. From the National Institutes of Health to classrooms across Kansas, the evidence is clear: we know how children learn to read.
So why are so many still being left behind?
As national organizations call for a $2.5 billion overhaul of teacher preparation, a deeper truth emerges—this isn’t just a reading crisis.
It’s a teacher preparation crisis.
If we know how children learn to read…why weren’t teachers taught it?
In This Episode, You’ll Hear
Dr. Reid Lyon (NIH): Decades of research showing we’ve long understood how reading develops
Neil Zoglmann (teacher): What it feels like to be trained in methods that don’t align with research
Dana Hensley (retired principal): Why teachers leave training without practical tools
Amy Nolan (professor): How literacy gaps show up in college students
Savannah Ball (Wichita Public Library): What struggling readers look like in real life
Tammi Hope (Rolph Literacy Academy): What happens when instruction finally aligns with the brain
Heather Mora (parent): How the right instruction changed her child’s life
Dr. Tim Odegard (researcher): Why preparation and classroom practice must align
Dr. Carolynn Carlson (Washburn University): What responsible teacher preparation should look like
Key References & Sources
Teacher Preparation & Policy
Education Week (2026): $2.5B teacher prep proposalhttps://www.edweek.org/teaching-learning/education-groups-push-2-5-billion-plan-to-rebuild-teacher-preparation/2026/02
AACTEhttps://aacte.org
Science of Reading
National Reading Panel (2000)https://www.nichd.nih.gov/publications/pubs/nrp/smallbook
Reading Universe — Ten Maximshttps://readinguniverse.org/article/explore-teaching-topics/big-picture/ten-maxims-what-weve-learned-so-far-about-how-children-learn-to-read
International Dyslexia Associationhttps://dyslexiaida.org
National Reporting
Sold a Story — Emily Hanford https://features.apmreports.org/sold-a-story/
Kansas Context
Kansas State Department of Education https://www.ksde.org
Kansas House Bill 2322 (2023)
Follow + Share
If this episode resonated with you, follow the podcast and share it with a parent, teacher, or policymaker.
Because change doesn’t start in systems—it starts with awareness.
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S4E2 /// The Adults in the Middle

In this episode of My Child Can’t Read: A Heartland Crisis, we move up the ladder of responsibility to examine the adults caught in the middle of the literacy crisis. Teachers, administrators, and community members care deeply and take action—but knowledge gaps, systemic limits, and bureaucratic obstacles often stop even the most well-intentioned efforts. From classroom struggles to a privately funded structured literacy pilot that transformed students’ reading outcomes, we explore how adult action can help—and how the system can still block progress. By the end of the episode, we ask the hard question: Then who is actually holding the power?
You’ll hear from:
Neal Zoglmann – Middle school SPED teacher; shares the challenge of learning evidence-based literacy while university programs continue to teach outdated methods.
Jaime Alford – Former principal and director of graduate workshops; discusses the emotional burden teachers carry, the “knowing-doing gap,” and the story of the Downing Project.
Michelle Schmidt – Teacher; highlights student growth and self-advocacy through structured literacy.
Joyce Temanson – Teacher; shares how professional development transformed her understanding of the Science of Reading.
Bunny Hill – Administrator; reflects on systemic friction and the limits of teacher agency.
Dana Hensley – Administrator; demonstrates how even knowledgeable teachers struggle to implement practices without structural support.
Analyssa Noe – Founder of Cardinal Academy; describes how discovering the science of reading transformed a rural micro-school where most students entered behind in reading.
Heather Mora – Parent; illustrates how gaps in adult preparation directly impact students and families.
Resources & References:
Phillips Fundamental Learning Center: https://phillipsfundamental.org
BuzzFeed News: Teachers Reveal What No One Wants To Admit About Literacy Education
IDEA & Special Education Law Overview
Sold a Story Podcast by Emily Hanford and AMP Reports
 
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S4E1 /// The State of Literacy: What We're Really Living With

We begin Season 4 not with policy — but with harm.
This episode centers the children and families who have borne the greatest cost of reading failure. Before we examine systems, infrastructure, and preparation, we must confront what literacy breakdown actually feels like in homes and classrooms.
Reading failure is not neutral. And it is not rare.
In This Episode, You’ll Hear From:
Jamie Beck – Kansas mother sharing the emotional toll of watching her son shrink himself to avoid being called on to read.
Marietta Wetzel – Parent describing how high grades masked deep anxiety and self-doubt in her son.
Alana McWilliams – Mother reflecting on the duality of dyslexia: brilliance and shutdown — and what changed when instruction aligned with how the brain learns to read.
Charlie Beck – High school senior describing what it felt like to avoid school altogether.
Payton Siemens – Speech-Language Pathologist recalling the moment she realized she was “behind” her siblings.
Cooper Phillips – Adult professional reflecting on childhood guilt and internalized failure.
Milo Swanson – Sixth grader sharing what undiagnosed dyslexia felt like — and how understanding changed his identity.
Hadlie Swanson – Eighth Grade student describing what it felt like to repeatedly ask for help and be ignored.
Emmie Johnston – Young adult reading instructor and literacy advocate explaining how effort was misread as laziness — and the lasting damage that caused.
Michelle Schmidt – Structured literacy teacher describing the confidence shift that occurs when children are explicitly taught the code.
Dr. Janelle Tideman – Clinical psychologist explaining the consequences of delayed identification and what parents are legally entitled to request.
Dr. Stone – Retired Psychologist describing how dyslexic strengths are often overshadowed by classroom focus on weaknesses.
Dr. David Hurford – Researcher at The Center for Reading at Pittsburg State explaining why reading is not mysterious — and how explicit decoding instruction works.
📚 Resources Mentioned
Overcoming Dyslexia by Sally Shaywitz
Evaluation rights under the Individuals with Disabilities Education Act (IDEA)
Structured literacy and explicit decoding instruction research
Resource Links:
International Dyslexia Association (IDA)Science of Reading, dyslexia fact sheets, structured literacy info
The Reading League Research-backed resources on the Science of Reading
National Center on Improving Literacy (NCIL) Parent-friendly literacy screening and intervention guidance
National Institute of Child Health and Human Development (NICHD)Reading development research
Children and Adults with Attention-Deficit/Hyperactivity Disorder (CHADD)
Guidance on Requesting School Evaluations
Understood.org – How to Request an EvaluationStep-by-step guide for parents
Wrightslaw – Requesting an IEP Evaluation (Sample Letters Included)
SPED Boss® (Karen Mayer-Cunningham) Parent advocacy education, IEP guidance, documentation tools. 👉 Listen to Season 3 conversation with SPED Boss® on navigating school evaluations and advocacy.”
The Reading League – Defining Guide to Evidence-Based Reading Instruction
What Works Clearinghouse – Literacy Interventions
Center for Parent Information & Resources (CPIR) State-by-state parent centers
Kansas Special Education Services (KSDE)
 
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Season 4 Trailer

 Next season on My Child Can’t Read: A Heartland Crisis… we’re widening the lens.
For the past three seasons, we’ve told the stories of parents, teachers, and children fighting for the right to read —often inside systems that weren’t built to help them.
We listened to the pain.We traced the history.We followed the science.
And along the way, something became clear.
This isn’t just a personal crisis.
It’s a systemic one.
So now, we’re asking a bigger question:
What is the state of literacy in America — really?
Welcome to Season 4: The State of Literacy —where we zoom out to examine the forces shaping children’s liveslong before they ever pick up a book.
This season doesn’t start with debate.
It starts with harm.
We follow that harm upward —from children and families,to classrooms,to policy,to institutions that prepare educators.
Because once the evidence is clear,once solutions are proven,
neutrality disappears.
Season 4 traces a single arc:
From proof — to responsibility.
You’ll hear from families living with the cost of reading failure.Teachers caught between what they were taught and what their students need.Policymakers navigating mandates without infrastructure.Researchers who have been sounding the alarm for decades.
And finally —you’ll see what it looks like when responsibility is actually carried forward.
Because here’s the truth:
We already know how to teach every child to read.
What we haven’t done — not yet — is build the will, the systems, and the courageto make it happen everywhere.
Season 4 is about facing that truth —and asking what responsibility demands next.
The State of Literacy.Season 4 of My Child Can’t Read: A Heartland Crisis.
New episodes begin March 3, 2026.
 
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S3 Bonus /// Joyce S. Pickering: The Elder of the Revolution

In this special bonus episode, Jesica Glover sits down with Dr. Joyce S. Pickering — a globally respected leader in literacy, learning differences, teacher training, and multisensory instruction. With more than fifty years devoted to helping children with language-based learning differences, Dr. Pickering’s wisdom offers a rare, grounding perspective in the midst of America’s literacy reform movement.
Through deeply personal stories and decades of experience across Montessori, speech-language pathology, and structured literacy intervention, Dr. Pickering reflects on what has changed, what still hasn’t, and what future generations of educators must carry forward. This conversation is equal parts history lesson, masterclass, and call to courage.
If you are a teacher, parent, policymaker, or advocate navigating a system in need of transformation, Dr. Pickering’s voice will feel like an anchor — steady, clear, and profoundly compassionate.
In This Episode, You’ll Hear:
How Dr. Pickering’s early clinical work led her to Montessori education and eventually to developing the Shelton Model of Education.
Why she believes today’s reading crisis is both preventable and solvable.
Her reflections on the rise of dyslexia identification — and the misconceptions that still persist.
What she’s learned after training thousands of educators in structured, multisensory instruction.
Her call to parents and teachers: "You are not helpless. Knowledge gives you power — and responsibility."
Key Quote
“If we don’t prepare teachers, we fail children. And when we fail children, it reverberates through their entire lives.” — Dr. Joyce S. Pickering
Call to Action
If Dr. Pickering’s message moved you, please share this episode with one teacher or one parent who needs encouragement right now. And if you’d like to support teacher training or structured literacy efforts in your community, visit the Shelton School & Evaluation Center’s resources to learn more about their impact.
 Sources
Academic Language Therapy Association (ALTA). “Luke Waites ALTA Award of Service: Joyce Pickering (2019).” ALTA Awards, https://www.altaread.org/about/alta-awards/ (See Joyce Pickering listed as 2019 recipient). altaread.org+2altaread.org+2
International Multisensory Structured Language Education Council (IMSLEC). “History & Development.” https://www.imslec.org/history.asp (Includes reference to Joyce Pickering’s role and the development of accreditation and standards). imslec.org+1
Shelton School & Evaluation Center. “Joyce and Bob Pickering – Donor Story.” https://sheltongiving.org/?pageID=3&storyNum=26 (Bio of Joyce Pickering’s work at Shelton School, her background, and lifelong commitment). sheltongiving.org
“Spotlight Dr. Joyce Pickering.” Baan Dek, blog post, Oct 2013 (or earlier) — includes early career background, Montessori work, and service history. Baan Dek
“Training – Shelton School MSLE Training Courses.” PDF catalog describing Shelton’s MSLE courses and Joyce Pickering as Executive Director Emerita and instructor. https://resources.finalsite.net/images/v1616609702/shelton/oxbsefo5sstht2qc7ufq/SheltonTraining2021comp4c.pdf Cloudinary
 
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S3E5 /// When the System Says No: Grassroots Organizing

In rural Kansas, access to reading specialists, dyslexia services, and evidence-based literacy instruction can be limited — or completely unavailable. When schools say “wait and see,” families are often left navigating the system alone.
In this episode, we tell the story of what happens when the system says no — and communities rise.
You’ll hear how parents, teachers, and local advocates organize, train, and create solutions from the ground up — filling gaps left by underfunded systems and transforming reading outcomes for children who were once overlooked.
This is a story about grassroots advocacy, structured literacy, and the power of ordinary people refusing to accept that reading failure is inevitable.
IN THIS EPISODE, YOU’LL HEAR FROM:
Jen Barrett — Kansas mom A parent whose experience reveals the emotional and financial toll families face when early concerns are dismissed and meaningful support is delayed.
Michelle Schmidt — Kansas educator & reading interventionist A veteran teacher reflecting on what she was never taught about how reading works — and how structured literacy training changed everything.
Heather Mora — Kansas mom & grassroots literacy advocate A parent whose advocacy reshaped how her district understands dyslexia and literacy instruction.
Alana McWilliams — Kansas mom & grassroots literacy advocate A powerful voice on why early identification matters — and the lasting cost of waiting.
Dr. Timothy Odegard — Dyslexia researcher A national expert explaining why literacy laws alone don’t solve the reading crisis — and why communities often carry the work forward.
YOU’LL LEARN:
Why rural families struggle to access dyslexia screening and reading intervention
How grassroots organizing fills gaps when systems fall short
Why early intervention changes outcomes — and what happens when it’s delayed
The difference between identifying dyslexia and truly supporting students
How structured literacy transforms classrooms and communities
CALL TO ACTION
Parents: Trust your instincts. Ask questions. Document concerns. Advocacy often begins at home.
Teachers: Seek structured literacy training. Partner with families. Change starts one classroom at a time.
Advocates: Organize, connect, and persist. Every conversation builds momentum.
Coming next: Joyce S. Pickering — The Elder of the Revolution
For more than fifty years, Joyce preserved and passed on structured literacy knowledge when few others would — reminding us that revolutions don’t start loud. They start small.
Sources & References:
 Odegard, T. N., Hall, C., & Kloberdanz, K. (2025). Literacy legislation in practice: Implementation, impact, and emerging lessons. Annals of Dyslexia.
International Dyslexia Association. (2023). Effective reading instruction and dyslexia identification resources. https://dyslexiaida.org/
Kansas State Department of Education. (2023). Dyslexia recognition and support resources.https://www.ksde.org/Agency/Division-of-Learning-Services/Special-Education
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S3E4 /// Acknowledging Dyslexia in Kansas

Kansas has officially recognized dyslexia as a learning disability — a historic moment years in the making. But what does that recognition actually mean for families, educators, and students?
In this episode of My Child Can’t Read: A Heartland Crisis, we explore how dyslexia language finally entered Kansas law, the advocacy and relationships behind that change, and the reality that recognition alone does not fix instruction, training, or access.
You’ll hear from Rob Egan, longtime disability rights advocate, nonprofit leader, and former chair of the Kansas Commission on Disability Concerns, as he traces the unexpected path that connected legislative strategy, parent advocates, and literacy leaders — including advocates from Phillips Fundamental Learning Center — to meaningful policy change.
This conversation unpacks why advocacy is often quiet and persistent, why implementation matters as much as legislation, and why this moment is both a beginning and a challenge for literacy in Kansas.
In This Episode, You’ll Hear:
How dyslexia was formally recognized in Kansas law
Rob Egan’s personal path into disability and literacy advocacy
The legislative strategy that made recognition possible
Why policy does not automatically change classroom instruction
How teacher preparation, the Kansas Blueprint for Literacy, and training gaps intersect
Why recognition opens doors — and exposes system weaknesses
Key Quote
“Recognition is not the end. It’s the beginning.” — Rob Egan
Call to Action
Parents, teachers, advocates, and policymakers each play a role in turning recognition into real support. Stay informed, align instruction with evidence-based practices, and share this episode with someone beginning their advocacy journey. Recognition matters — but follow-through changes outcomes.
🎧 Subscribe to continue Season 3.Next Episode: When the System Says No — Grassroots Organizing
📌 Sources & References
Kansas Legislature. Statutory recognition of dyslexia as a learning disability (2023).
Kansas Commission on Disability Concerns (KCDC): https://kcdd.org/
Kansas Board of Regents. Kansas Blueprint for Literacy — Overview:https://www.kansasregents.gov/about/kansas-blueprint-for-literacy/blueprint-overview
Kansas State Department of Education. Science of Reading licensure requirement & Seal of Literacy:https://ksde.gov/Home/Quick-Links/News-Room/Weekly-News/Reporting-and-Operations/ArtMID/6189/ArticleID/3563/Science-of-reading-teacher-licensure-requirement
Individuals with Disabilities Education Act (IDEA): https://sites.ed.gov/idea/
Section 504 of the Rehabilitation Act: https://www2.ed.gov/about/offices/list/ocr/504faq.html
 
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S3E3 /// Misdiagnosed — Dyslexia & the SPED System’s Blind Spots

Even when families and teachers advocate for struggling readers, systemic blind spots in Special Education can lead to misdiagnosis, mislabeling, and emotional harm. In this episode, we examine how children with dyslexia are frequently misidentified as having behavioral or attention issues, the consequences of delayed intervention, and how parents and teachers can navigate the system to ensure children receive the instruction and support they need.
In This Episode, You’ll Hear:
Jeanine Phillips shares a story illustrating how evidence-based programs are often inaccessible despite their potential to prevent misdiagnosis.
Parents Jen Barrett and Sarah Collins, teachers Joyce Temanson and Brooke Hammond, and psychologist Dr. Janelle Tidemann share their perspectives on the emotional and academic toll of mislabeling children.
Insights from experts like Timothy Odegard on the importance of advocacy and documentation to translate legislation into real classroom impact.
Strategies for parents and educators to recognize dyslexia, request screenings, and ensure children get evidence-based instruction.
Call to Action:
Parents: Trust your instincts, document concerns, request evaluations, and advocate persistently. You are the expert on your child.
Teachers: Seek training in structured literacy and evidence-based reading instruction. Your knowledge and advocacy can prevent misdiagnosis and support children effectively.
Advocates & Policymakers: Help bridge the gap between policy and practice by mentoring parents, sharing resources, and ensuring laws are implemented with fidelity.
Subscribe to continue following Season 3 to learn how families and educators overcome systemic barriers and build models that serve every child.
Sources & References:
Dehaene, S. (2017, May 12). How the brain learns to read [Video]. YouTube. https://www.youtube.com/watch?v=25GI3-kiLdo 
International Dyslexia Association. (2023). Effective reading instruction and dyslexia identification resources. https://dyslexiaida.org/
Kansas State Department of Education. (2023). Dyslexia recognition and support resources.https://www.ksde.org/Agency/Division-of-Learning-Services/Special-Education
Odegard, T. N., Hall, C., & Kloberdanz, K. (2025). Literacy legislation in practice: Implementation, impact, and emerging lessons. Annals of Dyslexia.
PFLC Parent Advocacy Resources
Phillips, J., Bryant, B., & Glover, J. (2025). Personal communications and parent advocacy experiences.
The Brain Prize. (2016, November 1). The Brain Prize presents: Stanislas Dehaene [Video]. YouTube. https://www.youtube.com/watch?v=wlYZBi_07vk
The SPED Boss Parent Advocacy Resources
 
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S3E2 /// Parent Advocacy 101 — Fighting for Your Child’s Right to Read

In this episode, we explore the essential role parents play in advocating for their children’s right to read. From early concerns to navigating school systems and special education processes, families and experts share how informed advocacy transforms fear and confusion into clarity and action.
Through parent stories, advocacy experts, and research voices, this episode shows how policy on paper only becomes real support when parents know their rights — and use them.
In This Episode, You’ll Hear:
Parent and Teacher Danielle Morris — On being told to “wait and see” while her child continued to struggle
Parent Jamie Beck — On realizing the system was not going to intervene unless she did
Barb Orsi — Explains the power of documentation and educational records
Amy Trombetti — Breaks down written requests and parent-school as partnership 
Karen Mayer-Cunningham, Founder of Special Education Academy — Helps parents understand:
The difference between interventions, 504 plans, and IEPs
How written requests trigger legal timelines
The role of Prior Written Notice
School evaluations vs. independent evaluations
Compensatory education when instructional time is lost
Dr. Timothy Odegard — On the implementation gap, teacher preparation, and what it takes for literacy reform to actually work in classrooms
Former Student Erin Connell — expressing gratitude for her mother’s advocacy
Episode Themes:
Advocacy as access — not aggression
Why “wait and see” delays harm children
How informed parents change instruction, not just outcomes
The gap between policy passage and classroom practice
Why documentation and written requests matter
Call to Action:
Parents: Document concerns. Learn your rights. Put requests in writing. Seek advocacy support when needed.
Teachers: Partner with families. Advocacy isn’t an attack — it’s an invitation to do better.
Advocates & Policymakers: Share this episode. Mentor parents. Systems change when silence ends.
Subscribe to continue Season 3.Next episode explores what happens when the system sees the problem — and still gets it wrong.
Sources & References
Odegard, T. N., Hall, C., & Kloberdanz, K. (2025). Literacy legislation in practice: Implementation, impact, and emerging lessons. Annals of Dyslexia.https://link.springer.com/journal/11881
Kansas Board of Regents. (n.d.). Kansas Blueprint for Literacy: Aligning reading instruction with the science of reading. https://www.kansasregents.gov/about/kansas-blueprint-for-literacy/blueprint-overview
Kansas Constitution — Article 6 (Education)https://www.kslegresearch.org/KLRD-web/Publications/Constitution.pdf
Kansas State Board of Education. (n.d.). Science of reading teacher licensure requirement & Seal of Literacy. https://ksde.gov/Home/Quick-Links/News-Room/Weekly-News/Reporting-and-Operations/ArtMID/6189/ArticleID/3563/Science-of-reading-teacher-licensure-requirement
Individuals with Disabilities Education Act (IDEA)https://sites.ed.gov/idea/
Section 504 of the Rehabilitation Acthttps://www2.ed.gov/about/offices/list/ocr/504faq.html
Special Education Academy — Parent advocacy education & resourcesKaren Mayer-Cunningham, Founder of Special Education Academyhttps://specialeducationacademy.com
 
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S3E1 /// Teachers Voices: What We Were Never Taught

 In this premiere episode of Season 3, Teacher Voices: What We Were Never Taught, we explore the stories of teachers who were never taught how the brain actually learns to read. From decades of classroom experience to the challenges of supporting struggling readers, our guests reveal the gaps in teacher preparation and the deep impact on children, parents, and educators alike.
We connect these experiences to the neuroscience of reading, highlighting how systematic, brain-aligned instruction is essential. Expert voices like Timothy Odegard explain how proper identification of dyslexia, effective policy implementation, and systemic supports are key to meaningful change. We also look back at historical approaches, like the McGuffey Readers, that aligned with the brain’s natural pathways for literacy.
In This Episode, You’ll Hear:
Timothy Odegard — Researcher and literacy expert; discusses the need for systemic supports, how dyslexia is distinguished from inadequate instruction, and why policy alone isn’t enough to improve student outcomes.
Diane House, Skyline Principal (Pratt, KS) — On the enduring appeal of balanced literacy and the resistance to changing longstanding educational practices.
Joyce Temanson — Reflects on realizing her training didn’t prepare her to teach structured literacy and the guilt that followed.
Danielle Morris — Shares the frustration and emotional weight of lacking the tools to support struggling readers.
Kendra Heim — Explains the emotional burden teachers carry when students struggle and how systemic failures contribute to guilt.
Cindy Lane — Describes being “sold a story” of balanced literacy despite extensive resources that failed to support true reading growth.
Episode Themes:
Teacher preparation gaps and their consequences for students.
The neuroscience behind reading and structured literacy.
How dyslexia has been historically misunderstood and misdiagnosed.
The emotional weight and guilt teachers carry due to systemic failures.
The role of advocacy and evidence-based practice in transforming outcomes for students.
Transition to Episode 2: Next time, we step into the force powering some of the biggest changes in literacy: parent advocacy. Jesica talks with Barb Orsi and Amy Trombetti, who guide families through Special Education meetings, dyslexia identification, and navigating school systems that often say “no” before they say “yes.”
Call to Action:
Parents: Listen to Season 1 for tools and language to advocate confidently for your child.
Teachers: Revisit Season 2, especially Episode 3 on the reading brain and Episode 4 on systemic change.
Advocates/Policymakers: Share this episode with someone carrying guilt for something they were never taught. Subscribe to stay empowered, challenged, and equipped this season.
 
Sources & References:
 Odegard, T. N., Hall, C., & Kloberdanz, K. (2025). Literacy legislation in practice: Implementation, impact, and emerging lessons. Annals of Dyslexia.
The Brain Prize. (2016, November 1). The Brain Prize presents: Stanislas Dehaene [Video]. YouTube. https://www.youtube.com/watch?v=wlYZBi_07vk
Dehaene, S. (2017, May 12). How the brain learns to read [Video]. YouTube. https://www.youtube.com/watch?v=25GI3-kiLdoReading Rockets. (n.d.). What are decodable books and why are they important. https://www.readingrockets.org/topics/curriculum-and-instruction/articles/what-are-decodable-books-and-why-are-they-important
Ohio University, Ping Institute. (n.d.). McGuffey Readers. Retrieved from: https://www.ohio.edu/cas/ping-institute/humanities-park/mcguffey-readers
Wolf, M. (2023, October 27). Reading Fluency and Dyslexia: The Science and the Practice — presentation at TDFC 2023. Massachusetts General Hospital Institute of Health Professionals, Charlestown, MA. Retrieved 
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