Alida Hudson is committed to contributing not only to reading scholarship but also to the practical applications of that scholarship. Her research encompasses two main strands: (1) examining and building teacher knowledge as aligned with current research on reading development and instruction and (2) examining evidence-based practices for promoting positive reading outcomes in children. Alida’s research agenda is driven by her 10+ years of experience as a classroom teacher, reading specialist, and literacy coach. Dr. Hudson earned a Ph.D. in Curriculum and Instruction with an emphasis in Literacy Education in the Department of Teaching, Learning, and Culture and an Advanced Research Methods certificate in Quantitative Methods from the Department of Educational Psychology at Texas A&M University-College Station. She was also a post-doctoral researcher at The Ohio State University and recipient of the 2022 Rebecca L. Sndak Young Investigators Award from the Scientific Studies of Reading.

Christina Grayson, M.Ed. is a literacy specialist with over 15 years of experience supporting culturally, linguistically, and neurologically diverse students. As a Technical Assistance Consultant at the American Institutes for Research, she leads initiatives that integrate the science of reading with culturally and linguistically responsive practices, particularly for adolescent learners. Christina has developed professional learning aligned to the IES Practice Guide for grades 4–9, co-authored national resources, and coached educators in implementing evidence-based interventions. Her work emphasizes data-driven instruction within MTSS frameworks and sustainable systems change. A passionate advocate for equity in literacy and a frequent presenter on adolescent literacy and inclusive instructional practices, Christina is a former district literacy leader, inclusion literacy specialist, and first grade teacher. She earned her Master's Degree in Language and Literacy from the Harvard Graduate School of Education.