Nell K. Duke, Ed.D.
Nell Duke is a professor of literacy, language, and culture and faculty associate at the University of Michigan. Duke’s work focuses on early literacy development, particularly among children living in poverty. Her specific areas of expertise include the development of informational reading and writing in young children, comprehension development and instruction in early schooling, and issues of equity in literacy education. Duke is author and co-author of numerous journal articles and book chapters as well as the books Reading and Writing Informational Text in the Primary Grades: Research-Based Practices Literacy and the Youngest Learner: Best Practices for Educators of Children from Birth to Five;Beyond Bedtime Stories: A Parent’s Guide to Promoting Reading, Writing, and Other Literacy Skills From Birth to 5;and her most recent book,Reading and Writing Genre with Purpose in K–8 Classrooms.
John T. Guthrie, Ph.D.
John Guthrie is Professor of Literacy Emeritus in Department of Human Development and Quantitative Methodology at the University of Maryland at College Park. Guthrie focused his work on classroom research in motivation and contexts for developing reading engagement, which was summarized in the 1999 book Engaged Reading: Processes, Practices, and Policy Implications, and Engaging Young Readers: Promoting Achievement and Motivation in 2000. From 2007-2012, he was Principal Investigator of a 5-year grant from the National Institute of Child Health and Human Development (NICHD) to investigate adolescent reading, focusing on Grade 7 students in a district-wide study. Two books were published as a result of the research from this grant: Engaging Adolescents in Reading (2008) and Adolescent Engagement in Academic Literacy (2012).
Elfrieda H. Hiebert, Ph.D.
Elfrieda “Freddy” Hiebert is President and CEO of TextProject, Inc. Hiebert’s research addresses ways of supporting students who depend on schools to become literate. In particular, her interests lie in how fluency, vocabulary, and knowledge can be fostered through appropriate texts. Hiebert’s research has been published in numerous scholarly journals. She has also authored or edited nine books and she has contributed to making research accessible to educators. Hiebert’s model of accessible texts for beginning and struggling readers—TExT—has been used to develop several reading programs that are widely used in schools. She has chaired a group of experts on early childhood literacy who served in an advisory capacity to the CCSS writers. Hiebert has written extensively about issues of text complexity and its interpretation and implementation in Common Core classrooms.
Carol D. Lee, Ph.D.
Carol Lee is Professor of Education and Social Policy, Learning Sciences, and African American Studies at Northwestern University in Evanston, IL. She is the author of Signifying as a Scaffold for Literary Interpretation: The Pedagogical Implications of an African American Discourse Genre. Lee is co-editor, with Peter Smagorinsky, of Neo-Vygotskian Perspectives on Literacy Research, published by Cambridge University Press. Lee has developed a theory of cultural modeling that provides a framework for the design and enactment of curriculum that draws on forms of prior knowledge that traditionally underserved students bring to classrooms. Lee has recently completed a research project in a Chicago inner city high school that involves restructuring the English Language Arts curriculum, including assessment, in ways that build on social and cultural strengths that students bring from their home and community experiences.
Frank Serafini, Ph.D.
Frank Serafini is an author, illustrator, photographer, educator, musician, and an Associate Professor of Literacy Education and Children's Literature at Arizona State University. Serafini conducts research focusing on reading instruction and the role of children's literature in the reading curriculum. Serafini has published six books with Heinemann, including: The Reading Workshop, Reading Aloud and Beyond, Lessons in Comprehension, Around the Reading Workshop in 180 Days and Classroom Reading Assessments. In addition, he has published Interactive Comprehension Strategies: Fostering Meaningful Talk About Texts with Scholastic. Frank's newest book with Teachers College Press is Reading the Visual: Strategies for Interpreting Multimodal Texts (2014). is currently in press with Teachers College Press and is due out in late 2013.