Jan Richardson, Ph.D., a leading expert in guided reading, is a former K-12 teacher, reading specialist, and Reading Recovery teacher leader. She currently is an educational consultant and staff developer, providing schools across the U.S. and Canada with classroom demonstrations. Her recent best-selling Next Step collection published by Scholastic includes Next Step Forward in Guided Reading, The Guided Reading Teacher’s Companion: Prompts and Discussion Starters, Next Step Guided Reading in Action, and Next Step Guided Reading Assessment. She has also worked with Michele Dufresne from Pioneer Valley Books to develop Literacy Footprints: A Complete System for Supporting Guided Reading.
Peter Johnston, Ph.D., is professor emeritus at the State University of New York at Albany. His current research explores links among classroom talk; reading engagement; and children’s social, emotional, and literate development. Recognition for his work includes the Albert J. Harris Award from the International Literacy Association and the State University of New York Chancellor’s Award for Excellence in Research. Most recently, the Literacy Research Association honored him with the P. David Pearson Scholarly Influence Award, citing his book Choice Words as having “demonstrably and positively influenced literacy teaching in classrooms and districts nationally.” He is a member of the Reading Hall of Fame.
Mike Artell has written/illustrated more than 40 books in a wide variety of genres including nonfiction science, joke/riddle/tongue twisters, rhyming verse, biographies, picture and how-to-draw books, emergent reader concept books, and professional books for educators. He has created cartoons for national publications and greeting card companies and hosted a television cartooning show for children. Each year, Mike visits schools and businesses across the U.S., Europe, and Asia and shares his techniques for thinking, writing, and drawing with more creativity and humor.
Lucy Calkins, Ph.D., founding director of the Teachers College Reading and Writing Project (TCRWP) at Columbia University, is the author or co-author of more than 40 books. These include the Units of Study for Teaching Reading, Grades K-5; Units of Study in Opinion, Information, and Narrative Writing, Grades K-8 written with the TCRWP community; and Pathways to the Common Core, The Art of Teaching Reading, and The Art of Teaching Writing. Dr. Calkins is the Richard Robinson Professor of Children’s Literature at Columbia University where she co-directs the literacy specialist program.
Recognized as a leading expert in the areas of school culture and organizational climate, Anthony Muhammad, Ph.D., has consulted with school systems around the world. He is the CEO of New Frontier 21 Consulting, a company dedicated to providing cutting-edge professional development to schools throughout the world. Dr. Muhammad served as a practitioner for nearly 20 years, including positions as middle school teacher, assistant principal, middle school principal, and high school principal. He is also a best-selling author of several books, including Overcoming the Achievement Gap Trap: Liberating Mindsets to Effect Change, The Will to Lead, the Skill to Teach and Transforming School Culture: How to Overcome Staff Division. To learn more visit http://newfrontier21.com/consulting/anthony/.
Kylene Beers and Bob Probst
Kylene Beers & Bob Probst
Kylene Beers, Ed.D., and Bob Probst, Ed.D., have worked together for over a decade helping teachers improve the literacy lives of students. She is the author of When Kids Can’t Read/What Teachers Can Do and he is the author of Response and Analysis. Together they are co-authors of Notice and Note: Strategies for Close Reading and Notice and Note: Strategies for Reading Nonfiction. They are co-editors, with Linda Rief, of Adolescent Literacy: Turning Promise into Practice. Dr. Beers served as president of the National Council of Teachers of English (NCTE) in 2008–2009, and as editor of the NCTE journal Voices from the Middle from 1999–2006, Dr. Probst has served on the Conference on English Leadership Board of Directors, as an NCTE journal columnist, and as a member of the NCTE Commission on Reading.
Sharroky Hollie, Ph.D., is an assistant professor in teacher education at California State University, Dominguez Hills. He is executive director of the Center for Culturally Responsive Teaching and Learning (CCRTL) and co-founding director of the nationally acclaimed Culture and Language Academy of Success (CLAS). He has authored several books including Culturally and Linguistically Responsive Teaching and Learning: Classroom Practices for Student Success and Strategies for Culturally and Linguistically Responsive Teaching and Learning. He also co-authored The Skill to Lead, The Will to Teach with Dr. Anthony Muhammad.
C.C. Bates, Ph.D., is an associate professor of literacy education and director of the Clemson University Reading Recovery and Early Literacy Training Center. Her work has been published in journals including The Reading Teacher, Young Children, and The Journal of Reading Recovery. She began her career in education as a kindergarten and first-grade teacher, is a former Newton County Teacher of the Year, and was a semi-finalist for Georgia Teacher of the Year.
Elizabth Kaye, Ph.D., is an assistant professor and Reading Recovery trainer at Texas Woman’s University. She has been involved with Reading Recovery for more than 25 years and has also been a fifth-grade classroom teacher and a special education teacher. She has published several articles about teaching children who struggle with literacy learning, and she currently serves as teaching section editor of The Journal of Reading Recovery. Her research interests include the development of self-monitoring in reading and writing.
Mary Fried is currently a trainer at The Ohio State University and was trained by Marie Clay and Barbara Watson as part of the original pilot study of Reading Recovery in the United States in 1984–85. She has served as the editor of the Running Record, Network News, and KEEP BOOKS. Mary was an elected representative to both the national and international trainer organizations. She remains active writing; presenting; conducting research on Reading Recovery; and teaching children, teachers, teacher leaders, and trainers.
Abigail Gray, Ph.D., is a senior researcher for the Consortium for Policy Research in Education and a former Philadelphia public school teacher. She was coprincipal investigator of the recently completed i3 evaluation of Reading Recovery. Gray has particular expertise in early literacy, and teaches methods courses in both literacy and research at the University of Pennsylvania and Drexel University. Gray is a certified reviewer of group design studies for the U.S. Department of Education's What Works Clearinghouse.
Janice F. Almasi, Ph.D., is the Carol Lee Robertson Endowed Professor of Literacy Education at the University of Kentucky. Her research focuses on comprehension; in particular, her work has examined the strategic processing that occurs while children read and as they discuss text with peers. She is currently working to design interventions to assist the narrative comprehension of children at-risk for ADHD. Her research has been acknowledged with several awards and has been published in the field of literacy’s premier journals. She has authored several books including Teaching Literacy in Third Grade, Teaching Strategic Processes in Reading and Teaching Strategic Processes in Reading: Second Edition.
Nancy Anderson, Ph.D., is a professor of Literacy at Texas Woman’s University and has been a Reading Recovery University trainer for over 20 years. Complex connections between language, literacy, and learning focus her research and work with children, teachers, and leaders. Her work has been published in national journals, including the Reading Teacher, and has contributed chapters to multiple books. She co-authored a book for novice teachers, Linking Assessment to Reading Comprehension Instruction: A Framework for Actively Engaging Literacy Learners, K-8, and is engaged in multiple school-based research projects. She may be found most often joyfully laughing and learning with teachers and children in schools.
Jan Burkins and Kim Yaris
Jan Burkins and Kim Yaris are the authors of Who’s Doing the Work? and Reading Wellness: Lessons in Independence and Proficiency, both of which provide practical ideas for teaching students to become increasingly independent and proficient. They are also the writers and thinkers behind Burkins and Yaris—Think Tank for 21st Century Literacy, where their blog (www.burkinsandyaris.com) and their instructional resources have drawn a national audience and made them thought leaders in the field of literacy instruction. They are full-time staff developers, working closely with schools and districts, facilitating professional learning, conducting in-class demonstrations, and developing curriculum.
Adria Klein and Allison Briceno
Adria Klein, Ph.D., is a professor emerita of reading education at California State University San Bernardino where she was chair of the department of elementary and bilingual education. Currently, she is a Reading Recovery trainer and program director at Saint Mary's College of California. She has authored many articles and books including Teaching for Multiple Literacies: K-8 Cases and Commentaries and Interactive Writing and Interactive Editing: Making Connections Between Writing and Reading.
Allison Briceño, Ed.D., is an assistant professor at San José State University, where she coordinates the reading specialist credential/MA program. She is also a Reading Recovery/Descubriendo la Lectura teacher leader. Her articles have been published in The Reading Teacher, NABE Journal of Research and Practice, Journal of Bilingual Education Research and Instruction, and The Journal of Reading Recovery.