About

Kendal G. Martes, M.A., CCC-SLP, is a speech-language pathologist, literacy specialist, and educational consultant specializing in dyslexia, Developmental Language Disorder (DLD), oral language, and evidence-based literacy instruction. With experience across public and independent schools, higher education, and clinical practice, Kendal brings a multidisciplinary perspective to understanding and supporting children with language- and literacy-based learning differences.

Kendal currently serves as Director of Outreach at an independent school, where she conducts comprehensive language and literacy evaluations, leads community screening initiatives, develops professional learning, and works with families and educators to translate assessment findings and research into meaningful educational recommendations. Previously, she served as a director of an integrated dyslexia program, providing instructional leadership for the specialized language-based program.

Kendal also conducts comprehensive language and literacy evaluations in private clinical practice and teaches future educators as an adjunct instructor and college supervisor at Rhode Island College.

Kendal is currently pursuing an Ed.D. in Special Education at the University of Florida. Her doctoral work focuses on universal oral language screening, Developmental Language Disorder, and implementation science, with particular interest in improving how schools identify and respond to students’ oral language needs within literacy and MTSS frameworks.

A frequent presenter and professional learning provider, Kendal has presented at national and regional conferences and organizations on dyslexia, DLD, oral language, structured literacy, assessment, and the Science of Reading.

She is an ASHA-certified speech-language pathologist, an IMSLEC Certified Orton-Gillingham Practitioner, and a CERI Structured Literacy/Dyslexia Interventionist.

Across her work, Kendal is committed to bridging research and practice so that educators and families can better understand children’s language and literacy profiles and make informed decisions about assessment, identification, and instruction.