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Scott Foresman Reading Street ©2008

Scott Foresman Reading Street ©2008
 
 

Authors

The authors of Scott Foresman Reading Street are nationally recognized experts, practitioners, and researchers. Their research continues to help identify the critical components that are essential for teaching children reading.

Camille L. Z. Blachowicz
Professor National College of Education National-Louis University Skokie, Illinois

Monograph

Donald J. Leu
John and Maria Neag Endowed Chair in Literacy and Technology Board of Directors, International Reading Association University of Connecticut Storrs, Connecticut

Monograph

 

Connie Juel
Professor of Education Stanford University Stanford, California

Monograph

P. David Pearson
Professor and Dean of the Graduate School of Education University of California Berkeley, California

 

Jeanne R. Paratore
Associate Professor of Literacy, Language, and Cultural Studies Boston University School of Education Boston, Massachusetts

Monograph

Sam L. Sebesta
Professor Emeritus Curriculum and Instruction College of Education University of Washington Seattle, Washington

Monograph

 

Sharon Vaughn
H. E. Hartfelder/The Southland Corporation Regents Professor University of Texas Austin, Texas

Monograph

Peter Afflerbach
Professor, Department of Curriculum and Instruction University of Maryland College Park, Maryland

Monograph

 

Wendy Cheyney
Professor Emerita of Special Education Florida International University Miami, Florida

Monograph

Susan Watts Taffe
Associate Research Professor in Literacy Division of Teacher Education University of Cincinnati Cincinnati, Ohio

Monograph

 

Candy Dawson Boyd
Professor School of Education Saint Mary’s College Moraga, California

Deborah Simmons
Professor in the Department of Educational Psychology College of Education and Human Development Texas A&M University

 

Karen Kring Wixson
Professor of Education University of Michigan Ann Arbor, Michigan

Monograph

Edward J. Kame'enui
Dean-Knight Professor of Education and Director, Institute for the Development of Educational Achievement, and the Center on Teaching and Learning College of Education  University of Oregon

 

 
 
 
 
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