Peter P. Afflerbach, PhD, is Professor in The Reading Center, University of Maryland.

Richard L. Allington, PhD, is Professor of Literacy Studies at the University of Tennessee.

Kimberly L. Anderson, PhD, is Director of Professional Development for the Interactive Strategies Approach (ISA) Professional Development Project. She is jointly affiliated with the Child Research and Study Center and the Reading Department at the University at Albany.

Diane M. Barone, EdD, is Foundation Professor of Literacy Studies at the University of Nevada.

Monica T. Billen, MA, is a doctoral student at the University of Tennessee, Knoxville, in the Theory and Practice in Teacher Education Department.

James Christie, PhD, is Professor of Social and Family Dynamics at Arizona State University.

Catherine Compton-Lilly, PhD, is Associate Professor in Curriculum and Instruction at the University of Wisconsin–Madison.

Nell K. Duke, EdD, is Professor of Language, Literacy, and Culture at the University of Michigan.

Tanya R. Flushman, PhD, is Assistant Professor in the School of Education at California Polytechnic State University at San Luis Obispo.

Kylie S. Flynn, PhD, is Associate in Research at Florida State University's Florida Center for Reading Research.

Marcia Invernizzi, PhD, is the Henderson Professor of Reading Education at the University of Virginia's School of Education.

Smriti Jangra, MA, is a PhD student in Educational Psychology and Learning Systems at the College of Education at Florida State University.

Melanie R. Kuhn, PhD, is Associate Professor in Literacy Education at Boston University.

Christopher J. Lonigan, PhD, is Distinguished Research Professor of Psychology and Associate Director of the Florida Center for Reading Research at Florida State University.

Marla H. Mallette, PhD, is Associate Professor of Literacy Education at Binghamton University.

Jackie Marsh, PhD, is Professor of Education at the University of Sheffield, United Kingdom.

Allyssa McCabe, PhD, is Professor of Psychology at University of Massachusetts–Lowell.

Andrea Morency, MEd, is an elementary school teacher and a PhD student in Education at the University of Nevada, Reno.

Annie M. Moses, PhD, is Assistant Professor of Early Childhood/Teacher Education in the Department of Education and Allied Studies at John Carroll University.

Susan B. Neuman, EdD, is Professor in Teaching and Learning at the University of Michigan.

Kristina Zukauskas Phelan, MEd, is Reading Specialist at the Mahala F. Atchison School in Tinton Falls, New Jersey.

Beth M. Phillips, PhD, is Associate Professor of Educational Psychology and Learning Systems at the College of Education at Florida State University and Faculty Associate of the Florida Center for Reading Research.

Shannon Riley-Ayers, PhD, is Assistant Research Professor at the National Institute for Early Education Research at Rutgers University.

Kathleen A. Roskos, PhD, teaches courses in reading assessment and instruction at John Carroll University.

Deborah Wells Rowe, PhD, is Associate Professor in the Language, Literacy, and Culture Program at Peabody College, Vanderbilt University.

Donna M. Scanlon, PhD, is Professor in the Reading Department at the University at Albany, State University of New York.

Paula J. Schwanenflugel, PhD, is Professor of Educational Psychology and Adjunct Professor of Linguistics and Cognitive Science at the University of Georgia.

Katherine A. Dougherty Stahl, EdD, is Associate Professor of Reading at New York University, where she serves as Director of the Literacy Program and Director of the NYU Literacy Clinic.

Galiya A. Tabulda, MS, is a PhD student in the Learning and Cognition Program at the Department of Educational Psychology and Learning Systems at Florida State University.

Laura S. Tortorelli, MEd, is a PhD student in Reading Education at the Curry School of Education at the University of Virginia.

Frank R. Vellutino, PhD, is Distinguished Professor at the University at Albany, the State University of New York, where he holds joint appointments in the Department of Psychology and the Department of Educational and Counseling Psychology.

Lynne M. Watanabe, MA, is a PhD student in the Department of Educational Psychology and Educational Technology at Michigan State University.

Christine E. Wiggs, PhD, is a third/fourth-grade Title I and gifted teacher at an elementary school in Southern Illinois.

Tanya S. Wright, PhD, is Assistant Professor of Teacher Education at Michigan State University.

Dylan Yamada-Rice, PhD, is Lecturer in Early Years Education at the University of Sheffield, United Kingdom.