Handbook of Writing Research

Laura K. Allen, MA, Department of Psychology, Arizona State University, Phoenix, Arizona

Nina Arcon, BA, Faculty of Education, University of Western Ontario, London, Ontario, Canada

Samanta Baker, BA, Faculty of Education, University of Western Ontario, London, Ontario, Canada

Charles Bazerman, PhD, Department of Education, University of California, Santa Barbara, Santa Barbara, California

Richard Beach, PhD, Department of Curriculum and Instruction, University of Minnesota, Minneapolis, Minnesota

Virginia Berninger, PhD, Educational Psychology, University of Washington, Seattle, Washington

Roger H. Bruning, PhD, Educational Psychology, University of Nebraska–Lincoln, Lincoln, Nebraska

Tanja Burkhard, MA, College of Education and Human Ecology, The Ohio State University, Columbus, Ohio

Jill Burstein, PhD, Educational Testing Service, Princeton, New Jersey

Amber B. Chambers, MEd, Learning, Literacies, and Technology, Arizona State University, Tempe, Arizona

Vince Connelly, PhD, Department of Psychology, Social Work and Public Health, Oxford Brookes University, Oxford, United Kingdom

Julie A. Corrigan, BA, Department of Education, University of Ottawa, Ottawa, Ontario, Canada

Alister Cumming, PhD, Department of Curriculum, Teaching and Learning, Ontario Institute for Studies in Education, University of Toronto, Toronto, Ontario, Canada

Julie Dockrell, PhD, Department of Psychology and Human Development, University College London, London, United Kingdom

Norbert Elliot, PhD, Department of Humanities, New Jersey Institute of Technology, Newark, New Jersey

Yueyue Fan, BA, School of Education, University of Delaware, Newark, Delaware

Michel Fayol, PhD, Social and Cognitive Psychology Department, Blaise Pascal University of Clermont Auvergne, Clermont-Ferrand, France

Ralph P. Ferretti, PhD, School of Education, University of Delaware, Newark, Delaware

Jill Fitzgerald, PhD, School of Education, University of North Carolina at Chapel Hill, Chapel Hill, North Carolina

Peter W. Foltz, PhD, Pearson Knowledge Technologies, Boulder, Colorado

Exequiel Ganding III, MA, Language, Literacy, and Culture, Graduate School of Education, University of California, Berkeley, Berkeley, California

Cristin M. Geoghegan, MA, Curriculum and Instruction, University of Illinois at Urbana–Champaign, Champaign, Illinois

Steve Graham, EdD, Mary Lou Fulton Teachers College, Arizona State University, Tempe, Arizona

Karen R. Harris, EdD, Mary Lou Fulton Teachers College, Arizona State University, Tempe, Arizona

Jennifer Higgs, MS, Graduate School of Education, University of California, Berkeley, Berkeley, California

Richard Hudson, PhD, Division of Psychology and Language Sciences, University College London, London, United Kingdom

Glynda A. Hull, PhD, Graduate School of Education, University of California, Berkeley, Berkeley, California

Matthew E. Jacovina, PhD, Learning Sciences Institute, Arizona State University, Phoenix, Arizona

Karin H. James, PhD, Department of Psychological and Brain Sciences, Indiana University, Bloomington, Indiana

R. Joanne Jao, BS, BA, Department of Psychological and Brain Sciences, Indiana University, Bloomington, Indiana

Douglas F. Kauffman, PhD, Department of Surgery, Boston University School of Medicine, Boston, Massachusetts

Valerie Kinloch, PhD, College of Education and Human Ecology, The Ohio State University, Columbus, Ohio

Perry D. Klein, PhD, Faculty of Education, University of Western Ontario, London, Ontario, Canada

Michelle Nguyen Kwok, MA, School of Education, University of Michigan, Ann Arbor, Michigan

Mariëlle Leijten, PhD, Department of Management, University of Antwerp, and Research Foundation Flanders (FWO), Antwerp, Belgium

Donald J. Leu, PhD, Professor of Education, University of Connecticut, Storrs, Connecticut

Eva Lindgren, PhD, Department of Language Studies, Umeå University, Umeå, Sweden

Charles A. MacArthur, PhD, School of Education, University of Delaware, Newark, Delaware

Sarah J. McCarthey, PhD, Curriculum and Instruction, University of Illinois at Urbana–Champaign, Champaign, Illinois

Danielle S. McNamara, PhD, Department of Psychology, Arizona State University, Phoenix, Arizona

Shayne Miel, BS, Turnitin, LLC, Pittsburgh, Pennsylvania

Elizabeth Birr Moje, PhD, School of Education, University of Michigan, Ann Arbor, Michigan

George E. Newell, PhD, College of Education and Human Ecology, The Ohio State University, Columbus, Ohio

Pablo Pirnay-Dummer, PhD, Department of Educational Science, Martin Luther University, Halle-Wittenberg, Germany

Gert Rijlaarsdam, PhD, Research Institute of Child Development and Education, University of Amsterdam, Amsterdam, The Netherlands, and University of Antwerp, Antwerp, Belgium

David Rose, PhD, Department of Linguistics, University of Sydney, Sydney, Australia

Tanya Santangelo, PhD, School of Education, Arcadia University, Glenside, Pennsylvania

Katherine Schultz, PhD, School of Education, Mills College, Oakland, California

Timothy Shanahan, PhD, College of Education, University of Illinois at Chicago, Chicago, Illinois

Mark D. Shermis, PhD, School of Education, University of Houston–Clear Lake, Houston, Texas

David Slomp, PhD, Department of Education, University of Lethbridge, Lethbridge, Alberta, Canada

Liliana Tolchinsky, PhD, Department of General Linguistics, University of Barcelona, Barcelona, Spain

Mark Torrance, PhD, School of Social Sciences, Nottingham Trent University, Nottingham, United Kingdom

Huub van den Bergh, PhD, Department of Language, Literature and Communication (Dutch), Utrecht University, Utrecht, The Netherlands

Jennifer VanDerHeide, PhD, Teacher Education, Michigan State University, East Lansing, Michigan

Elke van Steendam, PhD, Faculty of Arts, KULeuven, Brussels, Belgium

Luuk Van Waes, PhD, Department of Management, University of Antwerp, Antwerp, Belgium

Åsa Wengelin, PhD, Department of Swedish, University of Gothenburg, Gothenburg, Sweden

Lisa Zawilinski, PhD, Department of Education, University of Hartford, West Hartford, Connecticut