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Shannon C. Henderson is the associate director of the center and serves as its director of Instruction.  She completed her doctoral degree at Auburn University where she received the Outstanding Graduate Student Award and subsequently taught graduate and undergraduate courses in Language and Literacy.  Following her tenure at Auburn, Professor Henderson completed a year-long post-doctoral program at the Ohio State University certifying her as a Reading Recovery trainer.  Currently, she is engaged in a post-doctoral program of study in literacy coaching with Dr. Linda Dorn at the University of Arkansas at Little Rock and teaches both undergraduate and graduate level classes in the Language and Literacy program at Purdue University.

Through Professor Henderson’s leadership, CLEAR has recently partnered with the University of Arkansas and local schools to bring the Partnerships to Comprehensive Literacy Model (PCL) and Comprehensive Intervention Model (CIM) to schools across and beyond Indiana.  Currently, over fifty educators and more than thirty schools are being trained in the Comprehensive Intervention Model (CIM) and the establishment of a PCL/CIM model school site is underway for the 2008-2009 academic year.
 
Professor Henderson’s research interests include the exploration of the role of teacher responsively in reading instruction with particular emphasis on teachers’ instructional conversations with elementary school students.  Currently, she is involved in research collaborations with colleagues from University of Texas, University of Michigan, and University of Pittsburgh that focus on comprehension strategies and discussion that facilitates student comprehension.

Professor Henderson has worked as professional educator for over 15 years as a university professor, public school teacher and as a K-12 reading specialist.  She has conducted workshops and made research presentations at the local, state, national, and international levels on topics such as comprehension instruction, comprehension strategies, instructional conversations, vocabulary instruction, phoneme awareness instruction, Reading Recovery, and Response to Intervention (RtI).

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