Janice Langford

MEd (Literacy)

Freedom Literacy Director

Janice is a knowledgeable and experienced Literacy Facilitator who has worked across the sector for several years – primary, intermediate and secondary schools.  She completed a post-graduate diploma of Literacy Education through Massey University in 2007 and trained through the Institute for Multisensory Structured Language Education (IMSLE) in 2017.  She attained Associate Membership with the Australia Dyslexia Association (AMADA) in 2018.  In 2024 she completed her Masters study, researching parents’ perceptions of the impact of dyslexia diagnosis.

Janice founded Freedom Literacy as a specialist literacy interventionist before developing the PLD arm of the company.  Freedom Literacy is a provider of one-one intervention out East in Gisborne and has been supporting children in an intervention setting for over a decade.  Janice continues to work with a small number of learners alongside her team of specialists, constantly refining and improving her practice looking to the Science of Reading, Science of Learning and understanding the different profiles of neurodiversity that impact literacy acquisition.

Initially focused on supporting secondary school literacy practices in her capacity as a literacy facilitator, she has been working closely with primary schools over the past six years to support the implementation of a Structured Literacy approach school-wide.  Her focus on building teacher knowledge and professional capability to underpin practical application means teachers understand the why, what and how of implementation.  Her individual attention to teachers’ needs means everyone is brought along on the journey.  She loves seeing ākonga thrive in classrooms where teachers are confidently implementing this approach.

Dr Eunice M Fuchs

Eunice brings a wealth of intervention expertise to her role as a facilitator. She is a Tier 2 and Tier 3 interventionist in Whangarei. Eunice trained through the Institute for Multisensory Structured Language Education (IMSLE) in 2017 and attained Associate Membership with the Australia Dyslexia Association (AMADA) in 2019. More recently she attained recognition of knowledge and skills as a certified dyslexia interventionist through the International Dyslexia Association (IDA) Centre for Effective Reading Instruction (CERI).

Eunice has is experienced in teaching struggling readers with multiple co-morbidities. She specialises in the application of  Science of Reading and Science of Learning principles with the most challenging of learners. Eunice is a capable presenter and facilitator to adult professionals. She is an experienced tertiary-level educator in her discipline of origin and has facilitated structured literacy approach workshops for several years.

Sharni Honour

Recent hands-on implementation of a Structured Literacy Approach in the junior classroom means that Sharni’s facilitation work is informed by five years of on-the-ground practical experience with a Structured Literacy approach. She understands the pressures of adapting theoretical knowledge to the classroom setting and has worked on creating systems that help teachers with planning and organisation. Through her roles as a Team Leader, Mentor Teacher, and Literacy Lead she has gained hands-on experience in embedding a Structured Literacy Approach across a school-wide setting. This has included curriculum alignment, the use of evidence aligned assessment to make OTJ’s, and supporting teachers in adapting their classroom practice. Sharni has witnessed the incredible impact this approach has had on student achievement and engagement in learning and is excited to help all teachers and ākonga experience the same success.

Sharni is an experienced specialist literacy teacher.  Working with a range of students, from primary to secondary, she has developed expertise in knowing how to understand assessment data and how to alter her intervention practice based on that information.  She works with students with multiple comorbidites, including students with ASD, Dyslexia and ADHD.