Founder Story
Megan Calamaras
Founder, The MMC Literacy Collective
I did not begin my career planning to leave the classroom.
For years, I taught children to read inside school walls. I loved the rhythm of it — the sharpened pencils, the hum of small groups, the quiet triumph when something finally clicked. I believed deeply in the work.
But over time, I began to notice something I couldn’t ignore.
Children were working harder than ever. Families were trying everything. Teachers were stretched thin. And yet, for some students, reading still felt confusing, unpredictable, fragile.
The harder we pushed, the less steady it felt.
I went back to the research. I studied how the brain learns to read. I listened closely to my students. I paid attention to the patterns. What I saw was not a lack of effort — it was a lack of clarity.
Reading is not mysterious.
It develops in stages.
Skills build on one another.
When instruction aligns with that reality, progress becomes steady — not dramatic, not overnight — but dependable.
The more I leaned into evidence-based, structured literacy practices, the more I felt both conviction and tension. Conviction because I could see the difference in children. Tension because clarity sometimes asks us to change systems that are comfortable.
Eventually, I realized something simple: I wanted to build a space where literacy work could be fully aligned with what we know about how reading develops — without compromise, without noise, and in true partnership with families.
That is how The MMC Literacy Collective began.
MMC reflects my initials, yes. But it also reflects something larger — that meaningful literacy work is deeply personal. When a child struggles to read, it touches everything: confidence, identity, school experience, family life. This work deserves care.
Today, I partner with families to understand what is happening beneath the surface. We look closely at development. We identify what is solid and what needs strengthening. We build instruction that is explicit, research-aligned, and humane.
I believe children deserve clarity.
I believe families deserve answers.
And I believe reading, when taught well, becomes something a child carries for life.
There is joy in this work — not the loud kind, but the steady kind. The kind that comes when something once confusing begins to make sense.
I’m grateful to do this work — and to do it alongside families who care deeply about their children’s reading lives.
My approach
Reading develops in stages.
Children do not fall behind because they are careless or incapable.
They struggle when something foundational has been missed, rushed, or misunderstood.
My work is grounded in research — and in deep respect for children and families.
Every child brings a unique way of thinking, noticing, and engaging with the world. Instruction should meet that individuality without sacrificing clarity. We tailor support to a child’s interests, personality, and pace — while keeping the foundations firm.
There is no blame here.
No labels.
No urgency disguised as pressure.
Instead, we begin with understanding.
I explain what is happening — clearly and plainly.
No jargon.
No mystery.
We use literacy practices that are aligned with how the brain learns to read. Structured. Explicit. Thoughtful. Adjusted when needed.
When helpful, I collaborate with schools and outside providers — not to complicate things, but to ensure alignment and steadiness.
And we move at a pace that honors both learning and emotional well-being.
Because growth that feels safe tends to last.
Reading does not need to feel dramatic to be effective.
It needs to feel clear.
