Donald Bear is a professor in literacy education at Iowa State University where he teaches doctoral, Master’s, and preservice teachers, and directs the Duffelmeyer Reading Clinic. He is also professor emeritus from the University of Nevada, Reno. Donald is involved in innovative professional development grants, and his work in assessment and word study is used widely. He is an author and co-author of numerous articles, book chapters, and 12 books, including Words Their Way, Words Their Way with English Learners, Vocabulary Their Way and Words Their Way with Struggling Readers, 4 – 12. He has received several awards for teaching and service. Donald is involved in numerous studies that examine literacy learning including studies of orthographic development in different and second languages.
Kevin Flanigan is a professor in the literacy department at West Chester University of Pennsylvania. He works in the WCU Reading Center, where he and master’s students work with children who struggle to read and write. A former middle grades classroom teacher and reading specialist/coach, he researches and writes about developmental word knowledge and struggling readers and works with schools to implement effective literacy instruction. He has authored or co-authored articles in The Reading Teacher, The Journal of Adolescent and Adult Literacy, and the Journal of Literacy Research and is a co-author of Words Their Way With Struggling Readers: Word Study for Reading, Vocabulary, and Spelling Instruction, Grades 4 – 12.
Latisha Hayes has taught students with reading disabilities in the primary through middle grades as a special educator and reading specialist. Now a clinical assistant professor at the University of Virginia, she teaches courses on the diagnosis and remediation of reading difficulties. As the director of the McGuffey Reading Center, she works with preservice and inservice teachers as they provide diagnostic and tutoring services to students across the grades. Her interests have focused on the support of struggling readers through university-based programs and partnerships, as well as the evaluation of reading and writing difficulties. She is an author and co-author of articles, chapters, and books, including Words Their Way with Struggling Readers: Word Study for Reading, Vocabulary, and Spelling Instruction, Grades 4-12.
Lori Helman is Associate Professor at the University of Minnesota in the Department of Curriculum and Instruction, and Director of the Minnesota Center for Reading Research. She specializes in literacy education and teacher leadership. Formerly a bilingual classroom teacher for 16 years, Lori was also a coordinator of beginning teacher development and Literacy Coordinator of her school district. She has expertise in working with students from culturally and linguistically diverse backgrounds, and is bilingual in Spanish. Her research focuses on the reading and spelling development of students learning English as a new language. Lori is an author of numerous articles, book chapters, and books, including Words Their Way with English Learners: Word Study for Phonics, Vocabulary, and Spelling Instruction and companion sorting texts that differentiate word study for English learners.
Marcia Invernizzi is the Henderson Professor of Reading Education at the University of Virginia’s Curry School of Education where she teachers graduate courses in the Department of Curriculum, Instruction, and Special Education. She is the primary author of Phonological Literacy Screening (PALS), a founder of Book Buddies, and a co-author of Words Their Way and Vocabulary Their Way series of books. Her research interests explore relationships between orthographic knowledge and reading achievement, literacy assessment, and instruction.
Francine Johnston is a former first-grade teacher and reading specialist. She is retired from the University of North Carolina at Greensboro where she was an associate professor in the Department of Teacher Education. At UNCG she taught courses in reading, language arts, and children's literature and directed a Clinic for Struggling Readers. She is one of the authors of the Words Their Way and Vocabulary Their Way series of books.
Shane Templeton is Foundation Professor Emeritus of Literacy Studies at the University of Nevada, Reno. A former classroom teacher at the primary and secondary levels, Shane’s research has focused on developmental word knowledge in elementary, middle, and high school students. He has published in a number of research and practitioner journals, and is co-author of Vocabulary Their Way: Word Study for Middle and Secondary Students; Words Their Way; Words Their Way with Struggling Readers, Grades 4-12, and Words Their Way with English Learners. With Kristin Gehsmann, he is co-author of the recently-published Teaching Reading and Writing: The Developmental Approach. Since 1987, Shane has been a member of the Usage Panel of the American Heritage Dictionary. He is educational consultant on The American Heritage Children’s Dictionary and was consultant and wrote the foreword to Curious George’s Dictionary.