is a full-time English teacher at Magnolia High School in Anaheim, California. He is the former codirector of the South Basin Writing Project at California State University, Long Beach. Gallagher wrote Reading Reasons: Motivational Mini-Lessons for the Middle and High School; Deeper Reading: Comprehending Challenging Texts 4-12; and Teaching Adolescent Writers. Gallagher won the Secondary Award of Classroom Excellence from the California Association of Teachers of English—the state’s top English teacher honor.

has worked with struggling writers and readers across the U.S. for almost 20 years. Anderson’s specialty is the integration of grammar and editing instruction into the processes of reading and writing. He has published two books, Mechanically Inclined: Building Grammar, Usage, and Style into Writer’s Workshop and Everyday Editing: Inviting Students to Develop Skill and Craft in Writer’s Workshop as well as a DVD, The Craft of Grammar. Anderson’s work has appeared in English Journal. Anderson won the NCTE Paul and Kate Farmer Award for his English Journal article on teaching grammar in context.

is the President of Authentic Education in Hopewell, New Jersey. He earned his Ed.D. from Harvard University and his B.A. from St. John’s College in Annapolis. Wiggins consults with schools, districts, and state education departments on a variety of reform matters; organizes conferences and workshops; and develops print materials and Web resources on curricular change. He is the coauthor, with Jay McTighe, of Understanding by Design and The Understanding by Design Handbook, the award-winning and highly successful materials on curriculum published by ASCD. His work has been supported by the Pew Charitable Trusts, the Geraldine R. Dodge Foundation, and the National Science Foundation.

is a Professor in the Modern Language Centre at the University of Toronto. A well-known educator, lecturer, and author, Cummins focuses his research on bilingual education and the academic achievement of culturally diverse students. He is the author of numerous publications, including Negotiating Identities: Education for Empowerment in a Diverse Society. Cummins coined the acronyms BICS and CALP to help differentiate the type of language ability students need for success in learning a new language.

has been a classroom teacher, writing project director, author, and university professor. “Smokey” serves as an international consultant to schools, districts, and educational agencies. He is known for his work on student-led book clubs, as recounted in Literature Circles: Voice and Choice in Book Clubs & Reading Groups and Mini Lessons for Literature Circles. Recent works include Subjects Matter: Every Teacher’s Guide to Content- Area Reading and Content Area Writing: Every Teacher’s Guide.

teaches at University of Connecticut and holds a joint appointment in Curriculum and Instruction and Educational Psychology. He directs the New Literacies Research Lab and is a member of the Board of Directors of the International Reading Association. Leu studies the skills required to read, write, and learn with Internet technologies. His research has been funded by groups including the U.S. Department of Education, the National Science Foundation, and the Bill & Melinda Gates Foundation.

founded GUYS READ, a nonprofit literacy initiative for boys, to call attention to the problem of getting boys connected with reading. In 2008, he was named the first U.S. National Ambassador for Young People’s Literature by the Library of Congress. Scieszka taught from first grade to eighth grade for ten years in New York City, drawing inspiration from his students to write The True Story of the 3 Little Pigs!, The Stinky Cheese Man, the Time Warp Trio series of chapter books, and the Trucktown series of books for beginning readers.

is an assistant professor at California State University, Dominguez Hills, and an urban literacy visiting professor at Webster University, St. Louis. Hollie’s work focuses on professional development, African American education, and second language methodology. He is a contributing author in two texts on culturally and linguistically responsive teaching. He is the Executive Director of the Center for Culturally Responsive Teaching and Learning and the cofounding director of the Culture and Language Academy of Success, an independent charter school in Los Angeles.

is a Professor at Stanford University. Her areas of expertise include language and literacy studies of diverse student populations, research on writing instruction, and teacher preparation for working with diverse populations. She is the author of African American Literacies Unleashed with Dr. Ted Lardner, and Multicultural Strategies for Education and Social Change.

Maria is a Professor at California State University, San Bernardino’s College of Education. She is a bilingual, multicultural educator and researcher with more than 25 years in public education. Professor Balderrama’s experiences include work with diverse youth, their families, teachers, and school administrators. Her most recent book is Teacher Performance Expectations for Educating English Learners (with L. T. Díaz- Rico). Her work is widely recognized for its contributions to the field.

is Professor of Language and Culture in the College of Education at the University of Florida. She researches and provides inservice to public schools nationally, focusing on literacy instruction for new immigrant students. Fu’s books include My Trouble is My English and An Island of English addressing English language learners in the secondary schools. She has authored chapters in the Handbook of Adolescent Literacy Research and in Adolescent Literacy: Turning Promise to Practice.

is the author of Creative Book Reports and Active Word Play. A classroom teacher for 35 years, Feber currently teaches language arts at Mandarin Middle School in Jacksonville, Florida, where she serves as department chair. Feber plays an active role in the Florida Council of Teachers of English. She was the 2006 recipient of NCTE’s Edwin A. Hoey Award and received the Gladys Prior Award for Teaching Excellence. In 2008, she was the National Middle School Association’s Teacher of the Year.

is Professor of Education and English at the University of California, Santa Barbara, where he directs the South Coast Writing Project and the Literature Institute for Teachers. He has served in senior advisory roles for such groups as the National Board for Professional Teaching Standards, the College Board, and the American Board for Teacher Education. Blau served for twenty years on the National Writing Project Advisory Board and Task Force, and is a former president of NCTE. Blau is the author of The Literature Workshop: Teaching Texts and Their Readers, which was named by the Conference on English Education as the 2004 Richard Meade Award winner for outstanding research in English education.

is a Professor of Literacy at George Mason University in Fairfax, Virginia. He has taught reading and language arts in junior and senior high school and is the author of numerous texts on literacy development. Dr. Brozo’s work focuses on building capacity among teacher leaders, enriching the literate culture of schools, enhancing the literate lives of boys, and making teaching more responsive to the needs of all students. His recent publications include Bright Beginnings for Boys: Engaging Young Boys in Active Literacy and The Adolescent Literacy Inventory. Brozo is an Expert Reviewer on the Texas Adolescent Literacy Academies Advisory Board.

teaches at the University of Texas at Austin. She is the previous Editor-in-Chief of the> Journal of Learning Disabilities and the Coeditor of Learning Disabilities Research and Practice. She is the recipient of the American Education Research Association SIG Award for Outstanding Researcher. Vaughn’s work focuses on effective practices for enhancing reading outcomes for students with reading difficulties. She is the author of more than 100 articles and numerous books designed to improve research-based practices in the classroom.

is a teacher, author, and national literacy consultant. He taught in the Madison Metropolitan School District, Madison, Wisconsin, for 33 years. Buehl is the author of Classroom Strategies for Interactive Learning and coauthor of Reading and the High School Student: Strategies to Enhance Literacy and Strategies to Enhance Literacy and Learning in Middle School Content Area Classrooms. He was a member of the IRA Commission on Adolescent Literacy, and served on the task force that drafted the National Standards for Middle and High School Literacy Coaches.