From: "Rosemary Scavongelli" <rose1@massed.net>
Date: Mon, 6 May 2002 16:28:20 -0500
They are worth every penny. Literacy Coordinators in our program report that
teachers love them and so do they.
Rosemary Scavongelli-rose1@massed.net
++++++++++++++++++++++++++++++++
From: "Ginger/Rob" <elephant@foxvalley.net>
Date: Mon, 6 May 2002 21:53:40 -0500
Here is the information about the Strategy Instruction in Action videos:
Strategy Instruction in Action
Stephanie Harvey and Anne Goudvis
2002
4 30+-minute 1/2" vhs videotapes
1-57110-335-X
$395.00
Produced by Photopia
As Stephanie Harvey and Anne Goudvis demonstrate in their popular book,
Strategies That Work: Teaching Comprehension to Enhance Understanding,
reading comprehension is about much more than answering literal questions at
the end of a passage, story, or chapter.
In this four-tape video series, Stephanie and Anne invite you to join them
in the classrooms of Leslie Blauman, Mary Buerger, and Debbie Miller, three
teachers with whom they have worked for many years. All teach reading
comprehension in the context of reading workshop, modeling their thinking
and giving students ample time to practice so they learn what proficient
readers do to make sense of the text. To enhance their students'
understanding, Debbie, Mary, and Leslie demonstrate several comprehension
strategies, including asking questions, determining importance, and
inferring. They use a variety of fiction and nonfiction for strategy
instruction, including picture books, magazine articles, and young adult
novels. On each tape, the teachers lead a mini-lesson, confer and share with
the kids, and have a conversation with Stephanie and Anne about the
comprehension instruction in their classrooms.
Tape 1: Creating a Culture of Thinking
Before we can teach our students to meaningfully comprehend what they read,
we must create a classroom culture that promotes and values the reader's
thinking. Through segments from Debbie's, Mary's, and Leslie's classrooms we
see the conditions and practices that develop engaged readers. These three
teachers build in time for their students to read books they choose and to
talk, write, and respond to their reading. When readers begin to recognize
that their thinking matters, reading changes. Creating a Culture of Thinking
is a powerful staff development tool that guides educators to discuss the
conditions that lead to a literate environment. This tape provides the
foundation needed to get the most out of the following three tapes, and it
encourages you to try these practices in your own classroom.
Tape 2: Modeling Questioning in a Reading Workshop
Students in Debbie Miller's primary classroom are beginning to discover the
power of their own thinking. In this tape Debbie guides her students though
a reading workshop. She models her own questions about a picture book and
confers with individuals, pairs, and small groups of students as they begin
to use the questioning strategy to enhance their understanding of text.
Finally, the children share their thinking and responses with their
classmates. As Debbie, Stephanie, and Anne debrief and discuss their
observations of the reading workshop, Debbie elaborates on her teaching
practices that encourage these first graders to become engaged, thoughtful,
and independent young readers.
Tape 3: Reading and Understanding Nonfiction
In this videotape intermediate teacher Mary Buerger shows her students a
process for reading nonfiction and encourages them to read for information
and respond with their own thoughts and questions. Mary uses an article from
a children's magazine to demonstrate how to ask questions and determine the
importance in text with a Facts/Questions/Response form. We observe the
students reasoning through the text, reading in pairs, and then sharing
their thinking about the article. When students have an opportunity to merge
their thinking and share their ideas, their engagement soars. In the final
segment, Mary, Anne, and Stephanie talk about how students learn and
remember information when reading nonfiction and reflect on the kids'
enthusiasm for the genre.
Tape 4: Using Strategies to Enhance Book Club Discussions
Nothing enhances our understanding of literature more than talking about it.
Book clubs and the discussions they generate encourage Leslie Blauman's
intermediate students to delve deeper into literature. Knowledge and use of
comprehension strategies, such as making connections and drawing inferences,
enhance students' understanding of characters, themes, and the authentic
questions that arise as they read and discuss young adult novels. Working
with three different book clubs, Leslie helps one group get started as they
build their background knowledge before beginning to read the book. She
supports another group as they move their discussion from the literal to the
inferential level, and she subtly guides a third group who are well into a
book and moving toward independence. In the discussion with Stephanie and
Anne that follows, Leslie describes the planning and thinking that underlie
her unique approach to supporting students as they talk about books.
Here is the site again:
http://www.stenhouse.com/0335.htm
Ginger
++++++++++++++++++++++++++++++++++++++++
From: Readinglady1@aol.com
Date: Tue, 7 May 2002 06:52:13 EDT
The videos are 395.00. They are inclass footage of the teachers teaching
using the strategies. Very worth the money if you can get your school to
buy. They are only available through Stenhouse.com
Laura
readinglady.com
++++++++++++++++++++++++++++++++++++++++
From: "Hock, Wendy" <hockw@ramnet.k12.ny.us>
Subject: [mosaic] The Stranger
Date: Tue, 7 May 2002 08:14:55 -0400
Lori - I really liked your plans for questioning! I think it's great how
you did a lot of modeling for the kids first and then gave them a lot of
structure when trying questioning on their own. I just bought the book The
Stranger for my unit on inferring. It really lends itself to both! I
printed out your ideas - I feel like I don't do enough to truly scaffold my
kids and your ideas were great. I'd love to hear how the rest of the unit
went.
Wendy
Cherry Lane
+++++++++++++++++++++++++++++++++++
Date: Tue, 7 May 2002 07:56:58 -0500
From: Marsha Cuttill <cuttillm@mfhs1.mfsd.k12.il.us>
Subject: Re: [mosaic] Videos
Our school just finished the Strategies in Action Video Series. They are
well worth the money and teachers at all levels found useful information to
take back to the classroom. You can print a study guide to the series from
the Senhouse site. The study guides assist in dialogue after viewing the
videos. In addition, we have scheduled a strategy session next week to
share ideas, answer questions and generally discuss strategic teaching.
Marsha C.
+++++++++++++++++++++++++++++++++
From: "Lam, Ivan" <LamI@ramnet.k12.ny.us>
Subject: [mosaic] Synthesizing Strategy
Date: Tue, 7 May 2002 15:17:27 -0400
Cheri and all others,
Hi, how are you doing? I read your message about teaching
'Synthesizing Strategy' by using the puzzle. I have to say that your method
of teaching this concept is 'wonderful'. I like the way that you showed your
kids pieces of puzzle and asked them what it would look like if put
together. Then you showed them the complete puzzle - putting things or ideas
etc. together to demonstrate the concept - to create something new. Coupled
with the story (character, setting, problem and solution) later on, the
lesson turned out to be a very effective lesson that helped your kids
register the message that you intended to get across. Good work!
Ivan Lam
++++++++++++++++++++++++++++++++++++++
From: "Mabry" <mabrysl@charter.net>
Subject: RE: [mosaic] The Stranger
Date: Wed, 8 May 2002 21:01:43 -0500
So far so GREAT! I don't think I've ever had so much fun teaching
something.
The day that we were working on the after questions, we were popping with
ideas
and further questions. I wanted to go running screaming in the halls about
how much my kiddos were doing and then I remembered... I'm the only one in
my
school doing any of this stuff. They all think I'm nuts. Oh well.
We moved on from the stranger and are now applying the questioning
strategies to
self chosen books. I spent one day really going over the coding and from
there,
and because of the time of year it is, my students have been really
independent.
By the way, I have first and second graders. What has just amazed me is
that
they are going and getting the dictionaries, encyclopedias and outside
sources for further information for their answers all on their own. I LOVE
IT!!
(I have to calm down a little - it's been awhile since something clicked so
well
the first time.) It's all coming together. Now what I have to confess to
is
that for the last two years - since I read Keene's book - I have gotten
stuck
on the schemas and connections and have not gotten any further. I could
kick
myself. I wish that Debbie's book could have gotten to me sooner so that
this
would have all become clear to me earlier this year. Where would we be by
now
if that would have happened?
:o) Lori
++++++++++++++++++++++++++++++++++++
From: "Ginger/Rob" <elephant@foxvalley.net>
Subject: [mosaic] success stories!
Date: Wed, 8 May 2002 21:48:40 -0500
Lori- It was GREAT to hear your excitement and success story!!!! I share in
your delight! I, too, have become very energized as a teacher since I began
teaching this way! Isn't it the greatest!?!?!?!??? Too bad more teachers
in your building aren't open to hearing what you are doing! Feeling alone
in this teaching can be very lonely! I know I sure appreciate my teaching
partner who I lean on and bounce ideas off of. When I try something new and
my kids get so into it and I get so excited, I just run down the hall and
can't wait to share it with her. I'm lucky.
The more I am explicit with my students about MY OWN thinking and use of the
strategies as I model, the better my kids seem to do. Thinking aloud used
to feel awkward for me. I felt silly. Almost fake. But now I JUST LOVE
DOING IT!!!!! I know I need to find more ways for my kids to share their
own thinking. I've done turn and talk with a neighbor, various reporting
forms, post its, and a reading reflection journal. Are there any other ways
you all have come up with that seem to give evidence of their thinking????
Also as some of our school calendars wind down, could you find a few minutes
to reflect on and share any successes that stand out in your mind? It might
energize us if we could share one shining moment with the listserve. I know
I've had moments where the "talk" from my students just blows me away!
And
watching Debbie Miller's first graders on the Strategy Instruction In Action
videos makes me a believer that kids can learn this "talk" from the
beginning at a VERY deep level with the modeling and support from the
teacher.
One thing that stands out in my mind is when I was reading the book Clay
during read aloud. I got to a point in the story where I noticed the
perfect opportunity to infer the authors unspoken meaning. I stopped
reading and asked them to turn to a neighbor and make an inference. As I
listened around the living room area I heard very grown up inferences. I
had actually underestimated them. "It was like WOW! They CAN do this!!!"
I make sure I stop more frequently at crucial points and give them time to
wonder, infer, and predict. I thought it would interrupt the story flow but
my kids LOVE IT and they glow with pride when sharing back whole group.
We've all learned to be deeper readers this year. I hope what I've done
with them will stay with them in the upcoming years.
Please share a great moment with us!!!!
Ginger
grade 3
+++++++++++++++++++++++++++++++++++
From: "Donna Baker" <baker@sprint.ca>
Subject: [mosaic] Favorite Books for Strategies
Date: Thu, 9 May 2002 05:42:50 -0400
As we are wrapping up the school year, why don't we share one favourite
book for teaching strategies and how we used it? I will be going back to
the classroom next year, so I would really appreciate hearing about success
stories. Here is how I used Brave Irene by Steig in a grade 3 class to
teach 2 strategies - visualizing and inferring. Before I began the book I
reviewed Character Traits and talked about the title telling us one
character trait that Irene had. I then asked the students to do two things
-
1. Listen for incidents in the book which might prove that Irene was brave
2. Listen and infer other traits for Irene
As we progressed through the book the students were able to find many
instances of both.
Then, on the second read, I stopped at key points in the book and asked the
students to quickly sketch how they visualized the action in the story.
For instance, when Irene used the dress box as a sled, when she rolled down
the hill, with head and arms and feet sticking out of an enormous snowball.
The students loved the book and were anxious to share.
Donna
Brampton, Ontario
++++++++++++++++++++++++++++++++++++++++++++
From: Frer2@aol.com
Date: Fri, 10 May 2002 21:38:02 EDT
Subject: [mosaic] research
I am not able to use the mosaic strategies since I do not have a class of my
own. I am a reading specialist. However, I truly believe that kids can
learn to think deeper and that many kids are word-callers and don't really
know what reading is all about. Therefore, I am so interested in having
study groups next year study these strategies and implement them in
classrooms. I know there will be a lot of "Is this the new thing?"
and all,
and am wondering if there is any research out there to support this type of
teaching and learning--ex. increased test scores, etc, since that is what
our district is looking for. Thanks very much.
+++++++++++++++++++++++++++++++++++++++++++
From: "btillman" <btillman@farmerstel.com>
Subject: Re: [mosaic] research
Date: Sat, 11 May 2002 10:56:43 -0400
Explicit strategy instruction is more than just "the new thing". It
is =
instruction supported by the latest in comprehension research. Work by =
Michael Pressley, P.David Pearson, and Cathy Collins Block and other =
researchers support explict teaching of comprehension strategies with =
the gradual release of responsibility. As a matter of fact, the work of =
Mosaic arose from teachers applying the research in classrooms.
Cece/1/GA
+++++++++++++++++++++++++++++++++++++++++++
From: "Ginger/Rob" <elephant@foxvalley.net>
Subject: [mosaic] comprehension research/long
Date: Sat, 11 May 2002 11:27:47 -0500
Here is the link and the info about the Pressley/Block book FULL of
research.
http://www.guilford.com/cgi-bin/cartscript.cgi?page=edu/block.htm&cart_id=78
5326.21364
392 Pages
Publication Date: October 2001
Paperback:
ISBN 1-57230-692-0
Cat. #0692
List Price: $35.00
Hardcover:
ISBN 1-57230-693-9
Cat. #0693
List Price: $55.00
Classroom teachers, reading specialists, reading scholars and researchers,
literacy educators and students.
Serves as a text in graduate-level courses on reading and reading
comprehension.
Comprehension Instruction
Research-Based Best Practices
Edited by Cathy Collins Block and Michael Pressley
Comprehension instruction is widely recognized as an essential component of
developing students' pleasure and profit from reading. Yet despite
significant recent gains in knowledge about how comprehension develops and
how it can be taught effectively, classroom practice still lags behind
research in this crucial area. This volume brings together the field's
leading scholars to summarize current research and provide best-practice
guidelines for teachers and teacher educators. Each coherently structured
chapter presents key findings on a particular aspect of comprehension,
discusses instructional practices supported by the research, and addresses
what still needs to be known in order to provide the best possible
comprehension instruction for every student. Topics covered include
assessment, curriculum, methods, and comprehension difficulties, from the
preschool level through high school.
1. Introduction, Block and Pressley
I. Theoretical Foundations: New Directions for the Future
2. Comprehension Strategies Instruction: A Turn-of-the-Century Status
Report, Pressley
3. The Case for Direct Explanation of Strategies, Duffy
4. Process-Based Comprehension Instruction: Perspectives of Four Reading
Educators, Block, Schaller, Joy, and Gaine
5. Implications of Cognitive Resource Allocation for Comprehension
Strategies Instruction, Sinatra, K. J. Brown, and Reynolds
6. Metacognition in Comprehension Instruction, Baker
7. Teaching Reading Self-Assessment Strategies, Afflerbach
II. Branching Out and Expanding Our Horizons in the 21st Century
8. Reading in Web-Based Learning Environments, Spires and Estes
9. Using the Theme Scheme to Improve Story Comprehension, Williams
10. "Oh Excellent, Excellent Question!": Developmental Differences
and
Comprehension Acquisition, Smolkin and Donovan
11. Individual Differences That Influence Reading Comprehension, Narvaez
12. Teaching Readers How to Comprehend Text Strategically, Trabasso and
Bouchard
13. Challenges of Implementing Transactional Strategies Instruction for
Reading Comprehension, El-Dinary
III. Comprehension Instruction in Preschool, Primary, and Intermediate
Grades
14. Preparing Young Learners for Successful Reading Comprehension: Laying
the Foundation, Tracey and Morrow
15. Building Comprehension When They're Still Learning to Read the Words,
Ivey
Continued on other side
16. Comprehension Instruction in the Primary Grades, Pearson and Duke
17. Beyond Literature Circles: Helping Students Comprehend Informational
Texts, Ogle and Blachowicz
18. Instructional Contexts for Reading Engagement, Guthrie and Ozgungor
19. Children Searching and Using Information Text: A Critical Part of
Comprehension, Dreher
20. Imagery: A Strategy for Enhancing Comprehension, Gambrell and Koskinen
IV. Intensification of Comprehension Instruction throughout Middle School,
High School, and College
21. The Argument Schema and Learning to Reason, Reznitskaya and Anderson
22. Straddling Two Worlds: Self-Directed Comprehension Instruction for
Middle Schoolers, R. Brown
23. Improving the Reading Comprehension of At-Risk Adolescents, Fisher,
Schumaker, and Deshler
24. Encouraging Active Reading at the College Level, Simpson and Nist
IV. Conclusion
25. Summing Up: What Comprehension Instruction Could Be, Pressley and Block
+++++++++++++++++++++++++++++++++++++++++
From: "Kadus, Alisa" <kadusa@ramnet.k12.ny.us>
Subject: RE: [mosaic] nonfiction text
Date: Tue, 14 May 2002 10:29:05 -0400
Hi Rachel- I don't remember if we mentioned it to you in last week's class
put Nonfiction Matters, by Stephanie Harvey is a wonderful book for teaching
nonfiction! -Alisa (3rd grade)
+++++++++++++++++++++++++++++++++++++
From: "Hock, Wendy" <hockw@ramnet.k12.ny.us>
Subject: [mosaic] The Stranger
Date: Tue, 14 May 2002 12:27:20 -0400
Hey Lori!
I just wanted to let you know that I revisited questioning with my class and
used your ideas. They were really terrific! I sped it up a little because
we had done questioning in the fall, but it was a great way to prepare them
for book clubs. They took their before/during/after questions and
identified them as "Right There" (literal), "Author+You"
(inferential), or
"On Your Own" (your own opinion/imagination). The focus of our book
club
discussions will be the "On Your Own" type. They are really getting
it.
Next, I'll use you idea to put them into groups to try this more
independently.
Thanks again!
Wendy
Cherry Lane
++++++++++++++++++++++++++++++++++
From: "Lam, Ivan" <LamI@ramnet.k12.ny.us>
Subject: [mosaic] Non-fiction, Social Studies
Date: Wed, 15 May 2002 15:57:21 -0400
Hi, Rachel and everyone. When I read your message about teaching different
strategies using non-fiction like Social Studies textbook, my first
impression was that it's difficult to use a book like that especially one of
the Social Studies textbook. I don't have any good ideas on how to do it
effectively at the present. However, I would definitely consider using other
kinds of textbooks /materials (different subject areas, fiction) that are
more interesting to the kids and easier for the teachers to use.
Sincerely,
Ivan
++++++++++++++++++++++++++++++++++++
From: "Nancy Creech" <ncreech@rcs.misd.net>
Subject: RE: [mosaic] Reading First committee
Date: Wed, 15 May 2002 18:39:30 -0400
I just saw a published list of the people named to the Reading First
Committee. It is pretty depressing, although this is on it;
> Ellin Keene, M.A., Director of Literacy and Professional Development,
> University of Pennsylvania
Is that the author of Mosaic? Is she no longer in Colorado?
Nancy Creech
+++++++++++++++++++++++++++++++++++++
From: "Pat Watson" <pwatson@sfasu.edu>
Subject: RE: [mosaic] Reading First committee
Date: Wed, 15 May 2002 16:32:29 -0500
Nancy,
Here's the Ellin Keene bio from Heinemann. Guess she IS in Pennsylvania....
Where'd you see the list? Could we know who else is on it?
Ellin Oliver Keene has been a classroom teacher, staff developer and adjunct
professor of reading and writing. For sixteen years she directed staff
development initiatives at the Denver-based Public Education & Business
Coalition. Currently, she is Director of Literacy and Staff Development for
the Cornerstone Project at the University of Pennsylvania. She has taught
pre-service literacy courses at the University of Denver consults with
schools and districts around the country. Ellin is co-author of Mosaic of
Thought: Teaching Comprehension in a Readers' Workshop (Heinemann, 1997).
Patricia Watson
Stephen F. Austin State University
Nacogdoches, Texas
+++++++++++++++++++++++++++++++++++++
From: "btillman" <btillman@farmerstel.com>
Subject: Re: [mosaic] comprehension reading
Date: Wed, 15 May 2002 17:48:16 -0400
I would definitely look at the 2002 book by Michael Pressley & Cathy Collins
Block
The works of P.David Pearson, Nell K. Duke, Richard Allington will be
helpful.
Think about looking in the endnotes of the chapters of STW, MOT & RWM. They
cite the research and articles that their work is based on. I like to look
at these and look up the original studies (I am weird that way, I read
research for FUN!!:) They will give you even more ideas.
Good luck Wendy!
Cece/1/GA
+++++++++++++++++++++++++++++++++++++++
From: "Mabry" <mabrysl@charter.net>
Subject: RE: [mosaic] The Stranger
Date: Thu, 16 May 2002 00:07:20 -0500
I just wanted to thank you for using/liking what
I did. It was just Debbie's ideas anyways. I
don't normally share, I normally lurk. :o)
After we got done with individual b/d/a questions,
I had them choose one question that really intrigued
them. They had to write to me - about the book,
about the question (what was it that they liked about
it), and their answer.
After that we have been working through all of the
worksheets I made up to go with Debbie's ideas. We
are having a blast. I even have other teachers asking
about what's going on. (pretty scary!!) My class has
always enjoyed drawing along with the things that we do,
but even the drawings that go along with these worksheets
are getting more effort poured into them. It's like if
you ask them to think about their thinking it also
osmosises (sp?) over into their art work.
:o) Lori
+++++++++++++++++++++++++++++++++++++++++
From: "Nancy Creech" <ncreech@rcs.misd.net>
Subject: RE: [mosaic] Reading First committee
Date: Thu, 16 May 2002 13:05:30 -0400
Press Release
May 13, 2002
Contact: Melinda Malico or Dan Langan
202-401-1576
PAIGE ANNOUNCES NAMES OF EXPERTS WHO WILL REVIEW READING FIRST APPLICATIONS $900 Million in Reading First Grants to Go to States U.S. Secretary of Education Rod Paige today announced 72 Reading First review panelists who will be tasked with reviewing state applications for $900 million in new Reading First grants. The Reading First program will help states and school districts improve K-3 reading instruction and student achievement based on methods proven by rigorous scientific reading research. "This group represents the most experienced and expert reading researchers and education practitioners from around the country," said Secretary Paige. "Members of this panel will help ensure that states have comprehensive reading programs in place, using instructional methods guided by the best available research, so that we can make certain every child is receiving a quality education." State applications will undergo a thorough review by the panel, which was chosen by the secretary of education, the National Institute for Literacy, the National Research Council of the National Academy of Sciences, and the National Institute of Child Health and Human Development of the National Institutes of Health. Those reviews will be used to make funding recommendations to the secretary and to provide comments and technical assistance to the states. The panelists include those with expertise in acquisition of reading skills; the cognitive science of language and reading process; prevention of reading failure; scientifically based reading research; professional development; school leadership; classroom teaching; curriculum development; early intervention; psychology; assessment, measurement and evaluation; reading and learning disabilities; special education; management and accountability. President Bush has made improving children's reading achievement central to his education reform agenda and has committed to helping every child learn to read by the end of grade three, Paige said. The president designed Reading First as the solution to poor reading achievement among U.S. students, based on proven research. Through Early Reading First, President Bush has also made acquisition of early language skills a focus of his administration's efforts to retool early childhood education and specifically Head Start programs for disadvantaged children. The program was made law this year by a bipartisan majority of Congress under the No Child Left Behind Act of 2001. President Bush has asked Congress for even more funding in his FY 2003 budget request--$1 billion--to fund the second year of the program. Panelists will ensure that state applications reflect the statutory requirements including those based on the National Reading Panel's comprehensive findings that effective reading instruction must include a combination of instruction in phonemic awareness, phonics, fluency, comprehension and vocabulary. The Reading First program centers on: improving the quality of classroom instruction; building instruction on scientific research proven to work in the teaching of reading; providing professional development in reading instruction for educators; and ensuring that educators have the resources and research to support the extraordinary initiative. States with approved applications will begin to receive grants based on formula funding beginning July 1. Once funded, states will open competitions for subgrants to eligible school districts. A list of estimated state grants is available at: www.ed.gov/PressReleases/01-2002/estimates.html. To help states prepare to implement Reading First, Paige hosted state teams of policymakers and key education leaders at three Reading Leadership Academies earlier this year. The application for Reading First state grants is available online at: www.ed.gov/offices/OESE/readingfirst/grant.html.
Fact Sheet on Reading First
###
Reading First REVIEW PANEL
Maria Elena Arguelles, Ph.D., Research Assistant Professor, University of Miami
Janet Sloand-Armstrong, Ed.D. Managing Director, Pennsylvania Training and Technical Assistance Network
Rebecca Barr, Ph.D., Professor of Education, National Louis University
Donald Bear, Ph.D., Professor of Curriculum & Instruction, College of Education; Director, E.L. Cord Foundation Center for Learning and Literacy, University of Nevada-Reno
Marsha Berger, Former Deputy Director of the Educational Issues Department at the American Federation of Teachers
Muriel Berkeley, President, Baltimore Curriculum Project
Frances Bessellieu, M.Ed., Director of Reading and Reading Excellence Act Coordinator, Charlotte-Mecklenburg Schools (CMS)
Pauline Bigby-Jenkins, Ph.D., Title I and ESL coordinator for Ann Arbor Public Schools, Michigan Reading Association Board of Directors
Carmel Borders, M.A., President, Tapestry Foundation;
Presidential Nominee, National Institute for Literacy,
Susan Brady, Ph.D., Professor of Psychology, University of Rhode Island
Kathleen Brown, Ph.D., Director and Clinical Assistant Professor at the Reading Center in the Graduate School of Education, University of Utah
Joanne Carlisle, Ph.D., Professor, Educational Studies, Research Scientist, Communicative Disorders Clinic, University of Michigan
Margaret Carnes, R.N., Managing Director, Charlotte-Mecklenburg Education Foundation
Mary Cirillo, Chairman and Chief Executive Officer of OPCENTER, L.L.C, Hudson Ventures
Carl Cole, Ph.D., Director of Special Services, Bethel School District
Anne Cunningham, Ph.D., Associate Professor, Graduate School of Education and Director, Joint Doctoral Program in Special Education, University of California-Berkeley
Shirley Dickson, Director, Statewide Curriculum Initiatives and Director of Reading, Texas Education Agency
Jan Dole, Ph.D., Associate Professor, Department of Teaching and Learning, University of Utah
Rebecca Felton, Ph.D., Educational Consultant
Jack Fletcher, Ph.D., Professor, Department of Pediatrics and Associate Director of the Center for Academic and Reading Skills at the University of Texas, Houston Health Science Center
Barbara Foorman, Ph.D., Professor and Director of the Center for Academic and Reading Skills
Anne Fowler, Ph.D., Senior Scientist, Haskins Laboratories
Catherine Froggatt, R.N., Michigan State Director, The National Right to Read Foundation
Alice Furry, Ph.D., Chief Administrative Officer; Project Director, UCLA Extension/Los Angeles Unified School District, Governor's Reading Initiative PreK-6, California Professional Development Reading Institutes
Norma Garza, Director, United Way of Southern Cameron County "Success by Six" Initiative; Educational Excellence for Hispanic Americans Commission
Russell Gersten, Ph.D., Professor, College of Education and Director, Eugene Research Institute, University of Oregon
Diane Haager, Ph.D., Associate Professor, Special Education, California State University, Los Angeles
Susan Hall, M.B.A., Consultant, International Dyslexia Association; Member, State of Illinois Reading Committees
Karen Harris, Ed.D., Professor, Department of Special Education, University of Maryland
Marlene Henriques, Ed.D., Teacher in Residence in Assessment Development, National Board for Professional Teaching Standards
Janie Hodge, Ph.D., Associate Professor of Special Education, Clemson University
Estella Holliday, Director, South Carolina Reading Initiative and Assistant Director, Office of Early Childhood Education, South Carolina Department of Education
Stephen Hooper, Ph.D., Associate Professor, Departments. of Psychiatry and Psychology, University of North Carolina-Chapel Hill
Mark Hopper, Ph.D., Vice President, Accountability Initiatives; Partner and Vice-President, Henderson, Hjermstad, Hopper, L.L.C
Kathy Howe, Academic Collaborative Planner, St. Croix River Education District (Minnesota)
Dawn Hubbard-Miller, Ph.D., Educational Trainer and Consultant, Northeast Kansas Education Service Center
Joseph Jenkins, Ph.D., Professor, Special Education, College of Education, University of Washington
Linda Jenkins, Assistant Superintendent for K-12 Curriculum Development and Implementation, Bremerton School District (Washington)
Ellin Keene, M.A., Director of Literacy and Professional Development, University of Pennsylvania
Martin Kozloff, Ph.D., Professor, Department of Specialty Studies, University of North Carolina-Wilmington
Sharon Kurns, Supervisor Instructional Services, Special Education Division, Heartland Area Educational Agency (Iowa)
Zoee Larose, M.A., Reading Connections Specialist, Alabama State Department of Education
John Lloyd, Ph.D., Professor, Department of Curriculum, Instruction and Special Education and Chief Technology Officer at the Curry School of Education, University of Virginia
Marie Mancuso, Director, Arizona Reading Initiative, Arizona Department of Education; Co-chair, Arizona Reading Initiative Leadership Advisory Board
Robert Marino, Baltimore City Public Schools
Patricia Mathes, Ph.D., Associate Professor at the Medical School, Principal Investigator, Center for Academic and Reading Skills, University of Texas-Houston
Michael McKenna, Ph.D., Professor of Education and Coordinator of Graduate Reading Programs, Georgia Southern University
Leslie McPeak, M.Ed., Director of Literacy and School Support, Stanislaus County Office of Education, Modesto, California
Katherine Mitchell, Ph.D., Director, Alabama Reading Initiative, Alabama Department of Education
Darryl Morris, Ph.D., Professor of Language and Reading and Reading Clinic Director, Appalachian State University
Kelly Mueller, M.Ed., Teacher, Jackson Park Elementary School, St. Louis, Missouri
Laura Murphy, Teacher and Consultant
Caroline Novak, Co-founder and President, A+ Education Foundation
Jean Osborn, M.Ed., Consultant, Center for the Study of Reading, University of Illinois (retired)
Stan Paine, Ph.D., Elementary School Principal, Springfield School District (Oregon)
Charles Perfetti, Ph.D., Professor of Psychology and Linguistics and Director of the Laboratory for Reading and Language, University of Pittsburgh
Kristen Powell, Ed.D., Administrator for School and Community Services, Orange County Department of Education, California
Craig Ramey, Ph.D., Professor and Co-director, School of Nursing and Health Studies, Georgetown University
Sally Shaywitz, M.D., Professor of Pediatrics and Director of Yale Center for Learning and Attention, Yale University
Mary Siano, M.A., Certified ETS Trainer and Associate Developer, Educational Testing Service
Tim Slocum, Ph.D., Associate Professor, Department. of Special Education, Utah State University
Susan Smartt, Ph.D., Reading Specialist and Consultant, Smartt Johnson and Associates
Janet Spector, Ph.D., Assistant Professor, College of Education and Human Development, University of Maine-Orono
Pam Stecker, Ph.D., Associate Professor, School of Education and Acting Director of the Learning with Disabilities Program, Clemson University
John Stevens, Texas Business and Education Coalition
Joseph Torgesen, Ph.D., Professor, Department of Psychology, Florida State University
Lucia Townsend, Human Resource Development Specialist, Florida Diagnostic and Learning Resource System
Fran Warkomski, Director, Bureau of Special Education, Pennsylvania Department of Education
Ann Watanabe, M.S., State Reading Resource Teacher, Pihana na Mamo Project, Maui District Office, Hawaii Department of Education
Joanna Williams, Ph.D., Professor of Psychology and Education, Teachers College, Columbia University
Rhonda Wolter, Title I Reading Specialist and Reading Coordinator, Bethel School District (Eugene, Oregon)
Elaine Zimmerman, Executive Director, Connecticut Commission on Children
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