Some people collect baseball cards, others vintage shoes. Literacy coach Amy Sell collects old phonics books: “I’ve always been fascinated by the evolution and history of reading instruction,” she says.
Now she’s part of that history herself. At Lower Dauphin School District in Hershey, Pennsylvania, Sell recently led the shift to evidence-based literacy instruction—and her success is part of what makes her this year’s winner of our Changemaker Award recognizing educators who move literacy forward in their schools and communities.
Becoming a reading leader
Sell has spent 28 years immersed in early childhood literacy education. “I honestly can’t remember a time when I didn’t want to be a teacher,” she says. Sell recalls her first-grade teacher, the person who taught her to read, as one of her biggest cheerleaders. “And now,” she adds, “one of my greatest joys and inspirations is seeing former students grow up and join me as colleagues down the hall. That’s when it really hits me that what we do matters.”
In addition to coaching at schools, Sell has also brought her expertise in literacy skills to the local Children’s Dyslexia Center. That’s what helped her become a believer—and leader—in the Science of Reading. “Watching my students graduate, knowing the challenges they overcame, was a moment that lit a fire in me to share the science with the world,” she says.
“As much as I love the history,” Sell continues, “I’ve learned that we have to keep evolving. We have a responsibility to learn, grow, and adjust as new evidence emerges. Effective reading instruction follows the science. Children deserve explicit instruction that aligns with how the brain learns.”
Turning research into classroom practice
Sell has learned that understanding the “why” behind an instructional method supports teachers in using it effectively. Her advice for other literacy leaders: Let data drive your decisions. “Ground everything in the science, and never lose sight of your vision for students. When instruction is intentional, evidence-aligned, and delivered with belief in what children can achieve, extraordinary things can happen.”
She is also always learning from her peers and colleagues. “We are part of an incredible community of humble, passionate literacy leaders who collaborate, question, share, and grow together,” she says.
And she’s also always learning from national experts. “Louisa Moats reminds us that teaching reading is rocket science, and she’s right,” Sell says. “This work is complex, but it’s also deeply rewarding, especially when we tackle it together.”
Advocacy beyond the classroom
As a board member of The Reading League Pennsylvania, Sell has joined rallies and action days at the state Capitol, meeting with legislators to advocate for policy that supports structured literacy instruction statewide.
“Literacy is a human right. Every child—every single one—deserves instruction grounded in the research, aligned with how the brain learns, and delivered with intention and belief,” she says. “Being a changemaker means believing that literacy is a right, not just a privilege, and acting accordingly.”
How Sell found success with Amplify
Sell points to Amplify’s materials and professional development as reliable partners in her district’s shift to evidence-based literacy instruction. “Their programs are grounded in the Science of Reading and designed to translate and bring the research to life in the classroom,” she says. “Amplify has truly been an important part of my journey.”
Lower Dauphin School District is part of the Amplify Transformer Cohort, and Sell credits the structured guidance it provides with keeping everyone—teachers, coaches, and administrators alike—moving in the same direction.
And when she’s working through a tricky question with colleagues, she has a go-to line: “Hold on, Amplify has a document for that.”
Read more about the 2026 Amplify Changemaker Award, explore the Science of Reading resource hub, or browse more Science of Reading success stories from educators across the country.
