Who we are
At Comprehensive Literacy Solutions, we believe that different is not deficient. Our work is grounded in the understanding that neurodivergent learners — students with dyslexia, ADHD, autism, and other learning profiles — are not struggling because something is wrong with them. They're struggling because most literacy systems weren't designed with their brains in mind. We're here to change that.
Through evidence-based, ND-affirming resources, planning tools, and professional learning, we support districts, schools, teachers, and families in building effective literacy approaches. Our ND BrainTrust resource suite brings research directly into the hands of practitioners through practical, ready-to-use tools grounded in decades of classroom experience and peer-reviewed research.
Ginger Henderson, Ed.D.
Literacy Specialist and Neurodiversity Coach
The Comprehensive Literacy Solutions Team
Ginger Henderson, Ed.D.
Founder and Lead Consultant
Dr. Ginger Henderson currently serves as a literacy specialist with over 20 years of experience in literacy instruction. She holds a Doctor of Education in Curriculum and Instruction from American College of Education, where her dissertation research examined a novel approach to meeting the needs of neurodivergent learners. She also holds dual Master's degrees in Curriculum and Instruction and Learning and Technology from Western Governors University and earned her Bachelor’s Degree in Early Childhood Education from Troy University.
In addition to her Alabama certification in Early Childhood Education, Dr. Henderson is National Board Certified in Early and Middle Grade Literacy and holds a verified international academic qualification from World Education Services. She also holds a current Neurodiversity Coaching certification and draws on her lived experience as a neurodivergent learner to guide her support for neurodivergent teachers and students.
Dr. Henderson began her career as a classroom teacher, teaching grades Pre-K, Kindergarten, and Second grade before moving into literacy specializations. She has worked as a literacy specialist as well as a contract educational writer and consultant.
As a professional educational content writer and consultant, Dr. Henderson has collaborated with educational publishers including Pearson, HMH, and McGraw-Hill, providing instructional design, curriculum development, and assessment writing.
With expertise in early childhood literacy, reading intervention, curriculum design, and educational technology, Dr. Henderson specializes in developing inclusive literacy practices for neurodivergent learners and strives to support educators in creating equitable and inclusive learning environments that benefit all students.
Beyond Traditional Methods
Alabama Literacy Association Conference
December 2026
UPCOMING EVENTS
I love connecting with educators in person. Here's where you can find me presenting, learning, and talking all things neurodivergent literacy.
Alabama Literacy Association Fall Conference
November 5-6, 2026
Birmingham, Alabama
Beyond Traditional Methods: Musical-Phonetic Intervention as a Promising Pathway to Reading Success for Neurodivergent Students
Join Dr. Henderson as she shares her dissertation research examining the effectiveness of a multimodal literacy intervention piloted with neurodivergent learners. Drawing from neuroscientific research, Dr. Henderson will present evidence-based strategies that hold promise in connecting neural hubs and producing stronger and more accurate phonetic recall when decoding.
Attendees will explore neuroscientific research into connections in musical and literacy processing and experience a translation of research to practice as they engage in a hands-on simulated lesson demonstrating the research-based methodology in action.
The presentation concludes with results from the original pilot study, demonstrating measurable improvements in literacy outcomes for participating students after only eight sessions.
Educational leaders, literacy specialists, and classroom teachers interested in collaborative research opportunities to replicate and expand this work in after-school settings are encouraged to connect with the presenter for potential partnership discussions.