Handbook on the Science of Early Literacy

Stephanie Al Otaiba, PhD, Department of Teaching and Learning, Southern Methodist University, Dallas, TX

Anita Faust Berryman, PhD, program evaluator, Alpharetta, GA

Gary E. Bingham, PhD, Department of Early Childhood and Elementary Education, Georgia State University, Atlanta, GA

Seyma Birinci, MA, Department of Educational Psychology, University of Minnesota, Minneapolis, MN

Karalynn E. Brown, MEd, Department of Educational Psychology, University of Nebraska–Lincoln, Lincoln, NE

Adriana G. Bus, PhD, Faculty of Arts and Education, Norwegian Reading Centre, University of Stavanger, Stavanger, Norway

Sonia Q. Cabell, PhD, School of Teacher Education, Florida State University, Tallahassee, FL

Judith J. Carta, PhD, Juniper Gardens Children’s Project, Institute for Life Span Studies, University of Kansas, Kansas City, KS

Kate Caton, MPA, College of Education and Human Development, Georgia State University, Atlanta, GA

Janelle Clay, MS, College of Education, Georgia State University, Atlanta, GA

Donald L. Compton, PhD, Department of Psychology, Florida State University, Tallahassee, FL

Anne E. Cunningham, PhD, School of Education, University of California, Berkeley, Berkeley, CA

Maura Curran, PhD, School of Health and Rehabilitation Sciences, Massachusetts General Hospital Institute of Health Professions, Boston, MA

Nell K. Duke, EdD, School of Education, University of Michigan, Ann Arbor, MI

Tonia R. Durden, PhD, Department of Early Childhood and Elementary Education, Georgia State University, Atlanta, GA

Ashley A. Edwards, PhD, Department of Psychology, Florida State University, Tallahassee, FL

Allison R. Firestone, PhD, School of Education, University of California, Berkeley, Berkeley, CA

Veronica P. Fleury, PhD, School of Teacher Education, Florida State University, Tallahassee, FL

Barbara R. Foorman, PhD, School of Teacher Education, Florida State University, Tallahassee, FL

Nicole Gardner-Neblett, PhD, Department of Psychology, University of Michigan, Ann Arbor, MI

Jorge E. Gonzalez, PhD, Department of Psychological, Health, and Learning Sciences, University of Houston, Houston, TX

Amelia Wenk Gotwals, PhD, Department of Teacher Education, Michigan State University, Lansing, MI

Hope K. Gerde, PhD, Department of Teaching, Learning, and Culture, Texas A&M University, College Station, TX

Charles R. Greenwood, PhD, Juniper Gardens Children’s Project, Institute for Life Span Studies, University of Kansas, Kansas City, KS

Nuria Gutiérrez, PhD, Department of Psychology, Florida State University, Tallahassee, FL

Annemarie H. Hindman, PhD, Department of Teaching and Learning, Temple University, Philadelphia, PA

Trude Hoel, PhD, Faculty of Arts and Education, Norwegian Reading Centre, University of Stavanger, Stavanger, Norway

Tiffany Hogan, PhD, School of Health and Rehabilitation Sciences, Massachusetts General Hospital, Institute of Health Professions, Boston, MA

HyeJin Hwang, PhD, Department of Educational Psychology, University of Minnesota, Minneapolis, MI

Nneka Ibekwe-Okafor, PhD, Wheelock College of Education and Human Development, Boston University, Boston, MA

Iheoma U. Iruka, PhD, Department of Public Policy, University of North Carolina at Chapel Hill, Chapel Hill, NC

Hui Jiang, PhD, Crane Center for Early Childhood Research and Policy, The Ohio State University, Columbus, OH

Victoria Johnson, MA, Department of Educational Psychology, University of Minnesota, Minneapolis, MI

Laura M. Justice, PhD, Crane Center for Early Childhood Research and Policy, The Ohio State University, Columbus, OH

Nenagh Kemp, DPhil, School of Psychological Sciences, University of Tasmania, Hobart, Tasmania, Australia

Panayiota Kendeou, PhD, Department of Educational Psychology, University of Minnesota, Minneapolis, MI

James S. Kim, EdD, Graduate School of Education, Harvard University, Cambridge, MA

Young-Suk Grace Kim, EdD, School of Education, University of California, Irvine, Irvine, CA

Ofra Korat, PhD, School of Education, Bar-Ilan University, Ramat-Gan, Israel

Susan H. Landry, PhD, Department of Pediatrics, University of Texas Health Science Center at Houston, Houston, TX

Kathryn A. Leech, PhD, School of Education, University of North Carolina at Chapel Hill, Chapel Hill, NC

Erica Lembke, PhD, Department of Special Education, University of Missouri, Columbia, MI

Nonie K. Lesaux, PhD, Graduate School of Education, Harvard University, Cambridge, MA

Julia B. Lindsey, PhD, Advanced Education Research Development Fund, Reading Reimagined, Oakland, CA

Jeannette Mancilla-Martinez, EdD, Department of Special Education, Vanderbilt University, Nashville, TN

Nancy C. Marencin, MEd, School of Teacher Education, Florida State, Tallahassee, FL

Kristen L. McMaster, PhD, Department of Educational Psychology, University of Minnesota, Minneapolis, MI

Douglas M. Mosher, EdM, Graduate School of Education, Harvard University, Cambridge, MA

Susan B. Neuman, EdD, Department of Teaching and Learning, New York University, New York, NY

H. N. Lam Nguyen, BSc, Department of Psychology, Carleton University, Ottawa, Ontario, Canada

Ellen Orcutt, MA, Department of Educational Psychology, University of Minnesota, Minneapolis, MI

Gene Ouellette, PhD, Department of Psychology, Mount Allison University, Sackville, New Brunswick, Canada

Nicole Patton Terry, PhD, School of Teacher Education, Florida State University, Tallahassee, FL

Beth M. Phillips, PhD, Department of Educational Psychology and Learning Systems, Florida State University, Tallahassee, FL

Emily Phillips Galloway, EdD, Department of Teaching and Learning, Vanderbilt University, Nashville, TN

Shayne B. Piasta, PhD, Department of Teaching and Learning, The Ohio State University, Columbus, OH

Sharolyn D. Pollard-Durodola, EdD, Department of Early Childhood, Multilingual, and Special Education, University of Nevada, Las Vegas, Las Vegas, NV

Valeria M. Rigobon, MS, Department of Psychology, Florida State University, Tallahassee, FL

Rachel R. Romeo, PhD, Department of Human Development and Quantitative Methodology, University of Maryland, College Park, MD

Meredith L. Rowe, EdD, Graduate School of Education, Harvard University, Cambridge, MA

Dayna Russell Freudenthal, MEd, Department of Teaching and Learning, Southern Methodist University, Dallas, TX

Amber B. Sansbury, MEd, College of Education and Human Development, George Mason University, Fairfax, VA

Ora Segal-Drori, PhD, Education and Early Childhood Department, Levinsky College of Education, Tel-Aviv, Israel

Monique Sénéchal, PhD, Department of Psychology, Carleton University, Ottawa, Ontario, Canada

Emma Shanahan, MEd, Department of Educational Psychology, University of Minnesota, Minneapolis, MI

Susan M. Sheridan, PhD, Department of Educational Psychology, University of Nebraska–Lincoln, Lincoln, NE

Laura M. Steacy, PhD, School of Teacher Education, Florida State University, Tallahassee, FL

Sarah Surrain, PhD, Department of Pediatrics, University of Texas Health Science Center at Houston, Houston, TX

Nicole A. Telfer, MA, Department of Psychology, University of Maryland, Baltimore County, Baltimore, MD

Rebecca Treiman, PhD, Department of Psychological and Brain Sciences, Washington University in St. Louis, St. Louis, MS

Barbara A. Wasik, PhD, Department of Teaching and Learning, Temple University, Philadelphia, PA

Kelly Whalon, PhD, School of Teacher Education, Florida State University, Tallahassee, FL

Crystal N. Wise, PhD, Department of Curriculum and Instruction, University of Illinois Chicago, Chicago, IL

Tanya S. Wright, PhD, Department of Teacher Education, Michigan State University, Lansing, MI

Gloria Yeomans-Maldonado, PhD, Department of Pediatrics, University of Texas Health Science Center at Houston, Houston, TX

Mai W. Zaru, MEd, Department of Teaching and Learning, Southern Methodist University, Dallas, TX

Mónica Zegers, MA, School of Education, University of California, Berkeley, Berkeley, CA

Tricia A. Zucker, PhD, Department of Pediatrics, University of Texas Health Science Center at Houston, Houston, TX