Kathleen Hinchman, PhD,Reading and Language Arts Center, School of
Education, Syracuse University, Syracuse, New York
Tamara L. Jetton, PhD,Secondary Program, College of Education, James
Madison University, Harrisonburg, Virginia
Michael L. Kamil, PhD,Psychological Studies in Education, School of Edu-
cation, Stanford University, Stanford, California
Helen S. Kim, PhD,Psychological Studies in Education, School of Education,
Stanford University, Stanford, California
Janette K. Klingner, PhD,School of Education, University of Colorado,
Boulder, Colorado
Elizabeth Birr Moje, PhD,School of Education, University of Michigan,
Ann Arbor, Michigan
Jeffery D. Nokes, MEd,Department of Teaching and Learning, University of
Utah, Salt Lake City, Utah
P. David Pearson, PhD,Graduate School of Education, University of Califor-
nia, Berkeley, California
Michael Pressley, PhD,Department of Teacher Education, Michigan State
University, East Lansing, Michigan
JoyLynn Hailey Reed, PhD,Office of Graduate Studies, University of Texas
at Dallas, Richardson, Texas
Leslie S. Rush, PhD,Department of Secondary Education, University of
Wyoming, Laramie, Wyoming
Diane Lemonnier Schallert, PhD,Department of Educational Psychology,
University of Texas, Austin, Texas
Cynthia Shanahan, EdD,College of Education, University of Illinois at Chi-
cago, Chicago, Illinois
Timothy Shanahan, PhD,College of Education, University of Illinois at
Chicago, Chicago, Illinois
Wayne H. Slater, PhD,Department of Curriculum and Instruction, Univer-
sity of Maryland, College Park, Maryland
Steven A. Stahl, PhD,Department of Curriculum and Instruction, University
of Illinois, Urbana–Champaign, Illinois
Emily Anderson Swan, PhD,Department of Teaching and Learning, Uni-
versity of Utah, Salt Lake City, Utah
viii
Contributors