Elizabeth Reenstra

Literacy Guide

Hi, I’m Elizabeth! I am an international educator, consultant and lifelong learner with an insatiable curiosity about connections between learning processes and literacy.

My Story

I have been a strong advocate of equity in literacy instruction over the last 16 years as a classroom teacher, reading specialist and Structured Literacy Dyslexia Specialist. Working with diverse students, families and colleagues across three continents has allowed my thinking to significantly grow in relation to how each learner “learns” best and for me to better understand how greater levels of intentionality when designing integrated literacy and content units allows learning to become more relevant and meaningful for all students. You can get to know more about this journey by reading my blog entry: What’s in a name?

No matter where I have landed, a continued passion has been putting together the pieces of the literacy puzzle in order to uncover fun, engaging and meaningful ways to support all students and through all of the content areas. Every student deserves to be seen for who they are as a learner and to be given every opportunity to become a confident and skilled learner who loves the process! Every educator also deserves access to knowledge about impactful shifts in literacy and integrated instruction that can better facilitate and maximize student learning.

Three years ago I settled down in Den Haag, Netherlands to work in my more recent International school setting. Now, I am very excited to be a part of your own learning journey through “Guiding Literacy Growth” and to help you reach your personal or professional goals.


My Values & Beliefs


All students are capable of developing proficiency in literacy when supported with an appropriate route for learning.


All children should have access to high-quality literacy curriculum, instruction and differentiation practices that are based on research and provide the necessary knowledge and skills to become active participants in the global community.


As educators and schools, we become even more effective when we open ourselves to the possibility of shifting our thinking, asking questions about and reflecting on our practices and setting out to learn new ways of reaching our learners.

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