Professor Richard Allington is professor of education at the University of Tennessee. Previously he taught at the University of Florida, and chaired the Department of Reading at the University at Albany, SUNY. Professor Allington is president-elect of the International Reading Association and was recognized by the association for his work in the field of reading and learning disabilities. He also serves on the editorial boards of Reading Research Quarterly, Remedial and Special Education, Journal of Literacy Research, and other scholarly publications. Professor Allington is the author of more than 100 research articles and several books. His most recent book, Big Brother and the National Reading Curriculum: How Ideology Trumped Evidence, critically examines the influence of federal education policy on reading instruction and the teachers who provide it.
Professor Kathryn H. Au is professor of education at the University of Hawaii at Manoa. She is currently directing a teacher education program aimed at increasing the number of Native Hawaiian teachers in schools in their own communities. Her research interest is the school literacy development of students of diverse cultural and linguistic backgrounds. Professor Au has published more than 70 articles on the topic in addition to a textbook, Literacy Instruction in Multicultural Settings. She has served on the editorial advisory boards of Reading Research Quarterly, The Reading Teacher, and Journal of Literacy Research, among others. Professor Au served on the board of directors for the International Reading Association, and she has been elected to the Reading Hall of Fame.
Professor Nell K. Duke is an associate professor at Michigan State University, and has been a principal investigator with the Center for Improvement of Early Reading Achievement (CIERA). In addition to her teaching duties, Professor Duke speaks and consults widely on literacy education, and is an active member of several literacy-related organizations. Her work focuses on early literacy development, particularly among children living in poverty. Professor Duke is the recipient of several research awards, including the National Council of Teachers of English Promising Researcher Award and the International Reading Association Outstanding Dissertation Award.
Professor Robert T. Jiménez is a professor of language, literacy, and culture at Vanderbilt University, where he teaches courses in second-language literacy and issues related to the education of Latino students. He was a bilingual education teacher, and he has served as recruiter, teacher, and program director in migrant education for the state of Illinois. Professor Jiménez has received awards for his work, including a Garcia Robles Fulbright Fellowship to Mexico and the Albert J. Harris Award for research on struggling readers. He has published in numerous journals, including Reading Research Quarterly, American Educational Research Journal, and Journal of Adolescent and Adult Literacy.
Professor Donald J. Leu holds the John and Maria Neag Endowed Chair in Literacy and Technology at the University of Connecticut, and formerly taught at Syracuse University. He specializes in reading and Internet technologies. Professor Leu's work addresses issues of both theory and practice, as the Internet has fundamentally redefined what it means to be literate. His research has been published in Reading Research Quarterly, Handbook of Reading Research, The Reading Teacher, Teaching with the Internet, and Effective Literacy Instruction.
Professor Jeanne R. Paratore is associate professor of education at Boston University. She was formerly a classroom teacher, reading consultant, and director of Title 1. From 1989-1997, Professor Paratore was an integral member of the Boston University/Chelsea, Massachusetts School Partnership, a comprehensive urban school reform effort. As part of this work, Professor Paratore founded and now serves as advisor to the Intergenerational Literacy Project, a family literacy program that serves immigrant parents and their children. Her work on school change and family literacy is described in numerous monographs, book chapters, and journal articles. She has also authored and edited several books. Professor Paratore is a frequent speaker on literacy instruction and has presented at local, national, and international reading and educational research conferences, as well as in school districts throughout the United States. She recently completed a three-year term as a member of the International Reading Association's Board of Directors.
Professor Nadeen T. Ruiz is the appointed director of the Elementary Education Program at Stanford University School of Education. She has taught on the subject of bilingual multicultural education at CSU Sacramento, where she also served as the director of the teacher preparation program. Her research focuses on the literacy development of bilingual, special education students and deaf students. She started her career in education as an elementary school teacher.
Professor Dorothy S. Strickland is a former classroom teacher, reading consultant, and learning disabilities specialist. She holds the Samuel DeWitt Proctor Chair in Education at Rutgers University, and she formerly taught at Columbia University's Teachers College. Professor Strickland is also past president of the International Reading Association and its Reading Hall of Fame. She has received the National Council of Teachers of English (NCTE) Award and was recognized in 1994 as the NCTE Outstanding Woman in the Teaching of English. She has numerous publications in the field of reading and language arts. Her latest scholarly contributions are Teaching Phonics Today, Beginning Reading and Writing, and Supporting Struggling Readers and Writers.
Mary E. Matthews
Dr. Matthews is Curriculum Coordinator for Language Arts in the Brookline, Massachusetts Public Schools. The former reading specialist and special education teacher has taught graduate courses in Elementary Language Arts, Reading Instruction, and Literacy Assessment at Boston University and Bridgewater State College. She has also led workshops on reading instruction in many of Massachusetts' public schools. As a frequent speaker on effective practices in literacy instruction, Dr. Matthews has presented her area of expertise at both the International Reading Association and Massachusetts Reading Association. She recently led a three-year committee in Brookline to develop a curriculum handbook for literacy instruction for grades four to six. Dr. Matthews is past president of the Massachusetts Reading Association where she currently serves as chair of the Standards and Assessment committee.
Joy R. Turpie
Dr. Turpie is Director of Curriculum and Instruction in the Sharon, Massachusetts Public Schools. The former English Language Arts Coordinator, reading specialist, elementary teacher, and special education teacher has taught graduate courses at Boston University and Bridgewater State College. She has provided professional development in literacy instruction and assessment for many school districts Massachusetts and Connecticut. Dr. Turpie has presented her research and literacy expertise at the Massachusetts Reading Association, The American Educational Research Association, and the National Research Conference, and has published several articles and book chapters. She has recently led Sharon teachers in developing Learning Standards for English Language Arts and is presently overseeing revision of all of the Sharon Public Schools Learning Standards.
Teachers featured in the classroom excerpts represent a range of 3-5 teachers from across the country.
Rashkis Elementary School, Chapel Hill, North Carolina
Murphy School, Boston, Massachusetts
Heath School, Brookline, Massachusetts
Vernon Elementary School, Portland, Oregon
Estabrook School, Lexington, Massachusetts
Belmont-Cragin School, Chicago, Illinois
Heath School, Brookline, Massachusetts
Matthews Elementary School, Austin, Texas
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