Authors

William G. Brozo, Ph.D.

is a Professor of Literacy in the Graduate School of Education at George Mason University in Fairfax, Virginia. He earned his bachelor’s degree from the University of North Carolina and his master’s and doctorate from the University of South Carolina. He has taught reading and language arts in the Carolinas and is the author of numerous articles on literacy development for children and young adults. His books include To Be a Boy, To Be a Reader: Engaging Teen and Preteen Boys in Active Literacy; Readers, Teachers, Learners: Expanding Literacy Across the Content Areas; Content Literacy for Today’s Adolescents: Honoring Diversity and Building Competence; Supporting Content Area Literacy with Technology (Pearson); and Setting the Pace: A Speed, Comprehension, and Study Skills Program. His newest book is RTI and the Adolescent Reader: Responsive Literacy Instruction in Secondary Schools. As an international consultant, Dr. Brozo has provided technical support to teachers from the Balkans to the Middle East, and he is currently a member of a European Union research grant team developing curriculum and providing adolescent literacy professional development for teachers across Europe.

Diane Fettrow

spent the majority of her teaching career in Broward County, Florida, teaching high school English courses and serving as department chair. She also worked as an adjunct instructor at Broward College, Nova Southeastern University, and Florida Atlantic University. After she left the classroom, she served as Secondary Language Arts Curriculum Supervisor for several years, working with more than 50 of the district’s high schools, centers, and charter schools. During her time as curriculum supervisor, she served on numerous local and state committees; she also served as Florida’s K–12 ELA content representative to the PARCC Model Content Frameworks Rapid Response Feedback Group and the PARCC K–12 and Upper Education Engagement Group. Currently she presents workshops on the Common Core State Standards and is working with Pearson on aligning materials to the CCSS.

Kelly Gallagher

teaches at Magnolia High School in Anaheim, California, where he is in his 30th year. He is the former co-director of the South Basin Writing Project at California State University, Long Beach, and the author of Reading Reasons: Motivational Mini-Lessons for the Middle and High SchoolDeeper Reading: Comprehending Challenging Texts, 4-12Teaching Adolescent Writers, Readicide: How Schools Are Killing Reading and What You Can Do About It, and Write Like This. He is also a principal author of Writing Coach and iLit (both Pearson). Kelly’s latest book is In the Best Interest of Students (Stenhouse/February 2015). Follow Kelly on Twitter @KellyGToGo, and visit him at www.kellygallagher.org.

Elfrieda “Freddy’ Hiebert, Ph.D.

is President and CEO of TextProject, a nonprofit that provides resources to support higher reading levels. She is also a research associate at the University of California, Santa Cruz. Dr. Hiebert received her Ph.D. in Educational Psychology from the University of Wisconsin-Madison. She has worked in the field of early reading acquisition for 45 years, first as a teacher’s aide and teacher of primary-level students in California and, subsequently, as a teacher educator and researcher at the universities of Kentucky, Colorado-Boulder, Michigan, and California-Berkeley. Her research addresses how fluency, vocabulary, and knowledge can be fostered through appropriate texts. Professor Hiebert’s research has been published in numerous scholarly journals, and she has authored or edited nine books. Professor Hiebert’s model of accessible texts for beginning and struggling readers— TExT—has been used to develop numerous reading programs that are widely used in schools. Dr. Hiebert is the 2008 recipient of the William S. Gray Citation of Merit, awarded by the International Reading Association; is a member of the Reading Hall of Fame; and has chaired a group of experts on early childhood literacy who served in an advisory capacity to the CCSS writers.

Donald J. Leu, Ph.D.

is the John and Maria Neag Endowed Chair in Literacy and Technology and holds a joint appointment in Curriculum and Instruction and Educational Psychology in the Neag School of Education at the University of Connecticut. Don is an international authority on literacy education, especially the new skills and strategies required to read, write, and learn with Internet technologies and the best instructional practices that prepare students for these new literacies. He is a member of the Reading Hall of Fame, a Past President of the National Reading Conference, and a former member of the Board of Directors of the International Reading Association. Don is a Principal Investigator on a number of federal research grants, and his work has been funded by the U.S. Department of Education, the National Science Foundation, and the Bill and Melinda Gates Foundation, among others. He recently edited the Handbook of Research on New Literacies (Erlbaum, 2008).

Ernest Morrell, Ph.D.

is a professor of English Education at Teachers College, Columbia University, and the president-elect of the National Council of Teachers of English (NCTE). He is also the Director of Teachers College’s Harlem-based Institute for Urban and Minority Education (IUME). Dr. Morrell was an award-winning high school English teacher in California, and he now works with teachers and schools across the country to infuse multicultural literature, youth popular culture, and media production into standards-based literacy curricula and after-school programs. He is the author of nearly 100 articles and book chapters and five books, including Critical Media Pedagogy: Achievement, Production, and Justice in City Schools and Linking Literacy and Popular Culture. In his spare time he coaches youth sports and writes poems and plays.

Karen Wixson, Ph.D.

is Dean of the School of Education at the University of North Carolina, Greensboro. She has published widely in the areas of literacy curriculum, instruction, and assessment. Dr. Wixson has been an advisor to the National Research Council and helped develop the National Assessment of Educational Progress (NAEP) reading tests. She is a former member of the IRA Board of Directors and co-chair of the IRA Commission on RTI. Recently, Dr. Wixson served on the English Language Arts Work Team that was part of the Common Core State Standards Initiative.

Grant Wiggins, Ed.D.

is the President of Authentic Education in Hopewell, New Jersey. He earned his Ed.D. from Harvard University and his B.A. from St. John’s College in Annapolis. Grant consults with schools, districts, and state education departments on a variety of reform matters; organizes conferences and workshops; and develops print materials and Web resources on curricular change. He is perhaps best known for being the co-author, with Jay McTighe, of Understanding by Design and The Understanding by Design Handbook, the award-winning and highly successful materials on curriculum published by ASCD.