Michelle Meltzer is a licensed speech-language pathologist and the owner of Chicago Speech and Reading Center. She is extremely passionate and dedicated to making a difference in children’s lives. Over the years, Michelle has gained a variety of experiences in preschool, elementary school, Jr. high school and private practice settings with children ranging from birth to 18 years of age.Prior to opening CSRC, Michelle worked as a Speech-Language Pathologist at Elizabeth Meyer School in Skokie, IL, where she evaluated and treated preschool and kindergarten students, developed Individualized Education Plans (IEPs) and participated as part of the Special Education Team. Michelle also worked at the La Grange Area Department of Special Education in the Early Childhood Education and the Phonological Programs.
Throughout her experiences, Michelle has developed special interests in articulation and phonological disorders, childhood apraxia of speech and early literacy instruction. Michelle is trained in the Orton-Gillingham Approach to Reading Instruction and has many years of experience working with children diagnosed with reading disorders, such as dyslexia. She is also trained in the PROMPT method for childhood apraxia of speech and continually pursues opportunities to expand her knowledge of other new and developing therapeutic techniques.
Michelle received her Bachelor’s degree from the University of Michigan and her Master’s degree in Speech-Language Pathology from Northwestern University.
Jessica Campbell is a licensed speech-language pathologist with a love for assisting children of all ages with their speech and language needs. She is a Chicago native who graduated with her Bachelor’s degree in Communication Sciences and Disorders from Illinois State University and a Master’s degree in Speech-Language Pathology from Truman State University.During her graduate studies, she gained experience working with children with a variety of speech and language difficulties such as articulation, language, pragmatics and voice disorders. She also implemented AAC and feeding therapy. Jessica provided services for children as young as 18 months old through Missouri’s Early Intervention Program, First Steps. Additionally, she provided bilingual language services, hearing screenings and facilitated the teaching of low-tech augmentative and alternative communication for children in orphanages and public schools in Mexico while in graduate school.
Following graduation, Jessica worked in a public school district, servicing students with Individualized Education Plans. She collaborated with other professionals on a special education team for students with autism spectrum disorder, articulation/phonology deficits, childhood apraxia of speech, fluency deficits and expressive/receptive language delays.
Jessica is trained in the Orton-Gillingham Approach to reading instruction.
Chelsea Clements is a graduate of the Speech-Language Pathology program at Southern Illinois University in Carbondale, Illinois. As a native of the Northern Illinois area, she decided to relocate back to the city of Chicago to begin her professional career as a Speech-Language Pathologist within the pediatric setting. During her undergraduate and graduate studies, she had the opportunity to assist clients with a variety of communication disorders ranging in age from early intervention to adults.Chelsea is very enthusiastic and has a strong desire for furthering her clinical experience and knowledge within this profession. She has had a variety of very successful pediatric experiences including a placement at Southbury Elementary School in Oswego, Illinois and positions at Liberty Elementary School and Hampshire High School in Algonquin, IL, working with elementary and high school age children. Through these experiences, she began developing a passion for the pediatric population and helping children improve communication through a variety of strategies.
In addition, Chelsea also spent time at the OSF St. Paul Medical Center providing services to infants, children, and adolescents. These children were experiencing developmental or behavioral difficulties and had received diagnoses such as feeding issues, C.H.A.R.G.E. syndrome, Prader-Willi syndrome and autism spectrum disorders.
Chelsea is trained in the Orton-Gillingham Approach to Reading Instruction and enjoys working with children who have been diagnosed with dyslexia and other reading disorders.
Veronica Fox is a licensed speech-language pathologist with extensive training in culturally responsive education, literacy, and AAC (augmentative and alternative communication). She is passionate about helping children achieve their full potential.
She is originally from Connecticut but has spent most of her life in Kansas. Veronica graduated from the University of Kansas with Bachelor’s degrees in Linguistics and Speech-Language-Hearing. She obtained her Master’s degree in Speech-Language Pathology from the University of Kansas and was a graduate student scholar of the Culturally Responsive Early Literacy Instruction (CRELI): American Indian/ Alaska Native grant, a 5-year personnel preparation grant funded by the U.S. Department of Education: Office of Special Education Programs. Veronica is a member of the American Speech-Language-Hearing Association (ASHA) and holds a certificate of Clinical Competence.
Veronica has worked with the pediatric population in both private practice and school settings. She has gained experience evaluating and treating a range of disorders including: Childhood Apraxia of Speech (CAS), speech sound/articulation disorders, fluency disorders, receptive-expressive language disorders, Autism-related language disorders, selective mutism, reading and writing disorders, Down syndrome-related speech and language disorders, and Attention Deficit/Hyperactivity Disorder (ADHD). Veronica also has experience working with individuals with Complex Communication Needs (CCN).
She is trained in the Orton-Gillingham approach to reading Instruction and strives to be a life-long learner by continuing to increase her knowledge of evidence-based practices.
Lauren has training in the Kaufman Speech to Language Protocol, implementation of augmentative and alternative communication (AAC), and in the Picture Exchange Communication System (PECS). She is also trained in the Orton-Gillingham Approach to Reading Instruction and the PROMPT method for CAS.
Lauren is passionate about treating the child as a whole by individualizing treatment plans, acknowledging a child’s interests and strengths, building confidence, and making treatment engaging and fun! She also believes in taking a collaborative approach to treatment and loves working together with parents and other professionals to best support and facilitate progress.
Jenna Lesser is a licensed Speech-Language Pathologist devoted to helping children access their worlds through communication. After earning a Bachelor’s degree in special education, she returned to her hometown of Chicago to teach special education in Chicago Public Schools. It was during this time that she recognized the roles that communication and language play in allowing children to achieve their full potential both academically and across all aspects of life. This led her to become a Speech-Language Pathologist.
Jenna’s clinical experiences have included work in private practice, elementary school, and medical settings. She has experience evaluating and treating clients with a range of disorders including Autism Spectrum Disorders, Articulation Disorders, Phonological Disorders, Intellectual Disabilities, Language Delays, Fluency Disorders, Feeding Disorders, and a variety of other disabilities. Throughout her experiences, Jenn has developed special interests in Autism Spectrum Disorders (ASD) and augmentative and alternative communication (AAC). Additionally, Jenna is devoted to continuing education and ensuring she is up to date on the most current research and practices. She has presented at state and national conferences including the Illinois Speech and Hearing Association (ISHA) Convention and the Symposium on Research in Child Language Disorders (SRCLD).
Jenna has her certification in the Picture Exchange Communication System (PECS) as well as additional training in implementing augmentative and alternative communication (AAC) devices including LAMP, TouchChat, and NovaChat. She is also trained in the Orton-Gillingham Approach to Reading Instruction.
Along with working for CSRC, Jenna works as an SLP for Chicago Public Schools. Jenna received her Bachelor’s degree from Vanderbilt University and her Master’s degree in Speech-Language Pathology from Rush University.
Claire Stein is a licensed speech-language pathologist with a passion for empowering children and families through speech, language, and communication skills. Claire grew up in the Chicagoland area and received her Bachelor’s degree in Applied Linguistics from Moody Bible Institute in the Near North neighborhood of Chicago. She went on to complete her Master’s of Education in Communication Sciences and Disorders from The College of Saint Rose in Albany, NY. Claire’s interest in speech pathology grew during her undergraduate years while she learned the intricacies of the International Phonetic Alphabet (IPA), pursued her personal desire to learn the Hindi language, and volunteered part-time as an ESL tutor for women and children from Chicago’s South Asian and Middle Eastern communities. While completing her Master’s degree, Claire gained experience treating a variety of pediatric speech, language, feeding, and reading disorders through university clinics, stuttering programs, and Middle School settings. She also gained proficiency treating cognitive-communication, aphasia, and swallowing impairments in the adult and geriatric populations through TBI waiver programs and skilled nursing settings. Over the course of her academic and clinical journey, Claire developed a passion for promoting articulation, phonological, and literacy skills while educating and empowering family members as active participants in the communication process. Claire is trained in the Orton-Gillingham Approach to Reading Instruction.
Mindy is experienced in evaluating and treating mild-to-severe disorders such as articulation, phonological processing, fluency, receptive and expressive language, and pragmatic language disorders. She has worked with individuals with Autism Spectrum Disorder (ASD), Childhood Apraxia of Speech (CAS), Down Syndrome, Attention Deficit/Hyperactivity Disorder (ADHD), Specific Learning Disabilities, and others. She is skilled in implementing augmentative alternative communication (AAC) and basic American Sign Language (ASL) in therapy. Mindy is trained in the Orton Gillingham Approach to Reading Instruction and is a member of the American Speech-Language-Hearing Association (ASHA) and holds a certificate of Clinical Competence.