Meet Pauline Novak
Pauline is a Licensed Dyslexia Therapist and Certified Academic Language Therapist (CALT) with more than 30 years of experience in education. Since 2011, she has been certified at the therapy level in Sequential English Education, an Orton-Gillingham-based approach to language therapy designed to remediate language disorders. She holds a Master of Education (M.Ed.) in Educational Leadership and a Master of Arts in Teaching (MAT).
A lifelong Montessorian, Pauline specializes in supporting neurodiverse students and helping educators create inclusive learning environments that respond to individual learning needs. She is certified by the American Montessori Society (AMS) at both the Early Childhood and Elementary I levels.
Most recently, Pauline served as Montessori Principal Coach for Fairfax County Public Schools. In July 2025, she oversaw the practical launch of the district’s first Montessori pilot program. In this leadership role, she provided specialized mentorship and leadership development for school administrators implementing Montessori education within a public school system. She supported the preservation of authentic Montessori principles—including child-led learning, multi-age classrooms, and hands-on, tactile materials—while ensuring alignment with district instructional standards. Drawing on her extensive experience with neurodiverse learners, she also helped educators develop proactive, inclusive strategies to meet the diverse needs of their students.
Pauline spent 11 years teaching at Shelton School, the world’s largest independent school serving students with learning differences, including dyslexia, dysgraphia, dyscalculia, and ADHD. During her time there, she deepened her expertise in specialized instruction and individualized approaches to learning. She also shared her knowledge with Montessori educators nationwide through workshops offered by Montessori as Applied to Children at Risk (MACAR). These workshops focused on understanding the learning needs of neurodiverse children and applying Montessori principles and practices to better support their academic development.
In addition, Pauline served for four years as Director of the Shelton Montessori Training Center, where she trained and coordinated the professional development of aspiring Montessori teachers across Texas, Louisiana, and Arkansas.
Throughout her career, Pauline has brought together her expertise in Montessori education, language therapy, and educational leadership to help students with diverse learning needs thrive and to empower educators to create learning environments in which every child has the opportunity to succeed.
At a Glance
Experience
Certified Academic Language Therapist since 2011
Over 30 Years as a Montessorian
Working with neurodiverse students for over 20 years
Former Montessori Principal Coach with Fairfax County Public School
Past American Montessori Society Board Member
Former Montessori Learning Specialist at MSNV
Previous Co-Director of Shelton Montessori Training Center
Teacher at the Shelton School, Dallas, TX
Education & Certifications
M.Ed. in Educational Leadership
Master of Arts in Teaching
American Montessori Society Certified at two levels:
Early Childhood
Elementary I
Licensed Dyslexia Therapist
Certified Academic Language Therapist (C.A.L.T.)
Certified in Sequential English Education
Certified in Shelton Academic Language Approach
As a Certified Academic Language Therapist (CALT), Pauline is:
Clinically Diagnostic and Prescriptive
Certified Academic Language Therapists (CALT) review comprehensive evaluation reports and academic samples, then administer academic skills assessments for baseline documentation. Throughout Multisensory Structured Language therapy sessions, student performance informs diagnostic and prescriptive intervention to create a high level of accuracy, fluency, and understanding for independence in written language skills.
Skilled in Multisensory Structured Language
Certified Academic Language Therapists integrate visual, auditory, and motor processing with explicit understanding of the structure of the English language, which provides a solid foundation in written language skills.
Intensive
Certified Academic Language Therapists provide expert, skilled one-to-one or small-group intervention, with high frequency over a sustained period of time, which links explicit understanding, repeated practice and performance to develop accurate and fluent reading with comprehension.
Results Driven
Certified Academic Language Therapists enable explicit understanding and application of the structure of the English language (phonology, morphology, syntax, semantics, pragmatics, and orthography), to create the foundation for age-appropriate oral and written language, including reading accuracy, fluency and comprehension, spelling, and written expression.
Children in a Montessori pre-school program who indicate delays in coordination, language, attention and/or perception are at risk for learning disabilities. Students in the elementary program or beyond who have difficulties with reading, decoding, spelling and written expression are showing the characteristics of dyslexia. Those who demonstrate challenges in comprehension, math, attention, social skills, and oral and written languages are indicating the characteristics of a related disorder.
Definition of a Language Learning Difference:
A language-learning different child shall be defined as a child with average or above-average intelligence, with adequate vision and hearing, without primary emotional disturbance who has failed or is at high risk to fail when exposed to school experiences using conventional educational techniques. Language- learning differences include, but not exclusively, (1) dyslexia, (2) attention deficit disorder with or without hyperactivity, (3) dysgraphia and (4) dysphasia or a combination of these differences.
What are Learning Differences?
Understanding the characteristics and learning profiles of children with learning differences enables educators to thoughtfully adapt their approach and match lessons and materials to each student’s individual strengths, abilities, and challenges. With this knowledge, educators can create more effective, inclusive learning experiences that help every child reach their full potential.
Why understand LD?
Reading with Wings was created to provide specialized support and guidance to children with learning differences and the parents, family members, teachers, and caregivers who support them. Through greater understanding of each child’s unique learning needs, Reading with Wings offers practical strategies, individualized tools, and meaningful insights that empower both children and the adults in their lives.
Our goal is to help every child recognize their strengths, overcome learning challenges, and develop the skills and confidence needed to thrive.
