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Dr Martyn Farrows takes over as CEO of SoapBox Labs
Dr Patricia Scanlon and Dr Martyn Farrows. Image: SoapBox Labs
SoapBox Labs founder Dr Patricia Scanlon will serve as executive chair following the change-up, setting the company’s future strategy and vision.
Irish company SoapBox Labs has signalled a new phase of growth with the appointment of Dr Martyn Farrows as CEO, effective immediately.
Farrows joined SoapBox Labs in 2017 as chief operations officer. Since then he has led operations, business development and strategic partnerships at the company.
Dr Patricia Scanlon, who founded SoapBox Labs in 2013 based on her own research into speech technology and the opportunity she saw in developing this tech for children, has stepped away from the CEO role to become executive chair. In this position, she will drive the company’s future vision and strategy.
“The Uncanny Chronicles,” a comic book focused on the realities of dyslexia will soon be available nationwide as a graphic novel thanks to an agreement between Florida State University and Ventris Learning.
“The Uncanny Chronicles” is an eight-issue comic book series created by faculty from the Florida Center for Reading Research and the FSU College of Social Work. The story follows Kayla, a young reader who confronts issues related to reading difficulties and illustrates how she interacts with the world and how the world interacts with her.
Each issue presents Kayla with new obstacles, such as struggling with reading, the challenges of sharing her struggles with friends and adults and learning how to accept who she is.
The Connecticut Association for Reading Research (CARR) is deeply concerned regarding H.B. 6620,
evidence-based instruction that focuses on competency in the five areas of reading: phonemic awareness, phonics, fluency, vocabulary development and fluency, including oral skills and reading comprehension.
This definition is seriously problematic in that it subordinates comprehension to fluency. Furthermore, fluency is used twice in the definition which suggests it is the paramount objective of reading instruction. As literacy teachers, consultants, professors, and administrators, we know that the overarching goal of reading is the deep comprehension of text.
Fluency is one outcome of good comprehension. But fluency, in and of itself is not comprehension as evidenced by those students identified as word callers who read short assessment passages