Dorit Aram, PhD, Department of Human Development and Education, Constantiner School of Education, Tel Aviv University, Tel Aviv, Israel

Erica M. Barnes, MA, Department of Teaching and Learning, Peabody College of Education and Human Development, Vanderbilt University, Nashville, Tennessee

W. Steven Barnett, PhD, National Institute for Early Education Research and Graduate School of Education, Rutgers, The State University of New Jersey, New Brunswick, New Jersey

Samantha B. Berkule-Silberman, PhD, Department of Psychology, Manhattanville College, Purchase, New York

Clancy Blair, PhD, MPH, Department of Applied Psychology, Steinhardt School of Culture, Education, and Human Development, New York University, New York, New York

Kristen Paratore Bock, MEd, Lynch School of Education, Boston College, Boston, Massachusetts

Carolyn A. Brockmeyer, PhD, Department of Pediatrics, New York University Medical Center, New York, New York

Margaret Burchinal, PhD, Frank Porter Graham Institute, University of North Carolina, Chapel Hill, North Carolina; Department of Education, University of California, Irvine, Irvine, California

Adriana Bus, PhD, Department of Learning Problems and Impairments, Institute of Education and Child Studies, Faculty of Social and Behavioral Sciences, Leiden University, Leiden, The Netherlands

Lydia L. S. Chan, DPhil, Department of Education, University of Oxford, Oxford, United Kingdom

Carol McDonald Connor, PhD, Florida Center for Reading Research and Department of Psychology, Florida State University, Tallahassee, Florida

Anne E. Cunningham, PhD, Graduate School of Education, University of California, Berkeley, Berkeley, California

Megan Dunn Davison, PhD, Department of Communication Sciences and Disorders, Temple University, Philadelphia, Pennsylvania

Karen E. Diamond, PhD, Department of Child Development and Family Studies, Purdue University, West Lafayette, Indiana

David K. Dickinson, EdD, Department of Teaching and Learning, Peabody College of Education and Human Development, Vanderbilt University, Nashville, Tennessee

Benard P. Dreyer, MD, Department of Pediatrics, New York University Medical Center, New York, New York

Mary Ann Evans, PhD, Department of Psychology, University of Guelph, Guelph, Ontario, Canada

Anne Fernald, PhD, Department of Psychology, Stanford University, Stanford, California

Nina Forestieri, BA, Frank Porter Graham Institute, University of North Carolina, Chapel Hill, North Carolina

Ellen C. Frede, PhD, National Institute for Early Education Research and Graduate School of Education, Rutgers, The State University of New Jersey, New Brunswick, New Jersey

Jill B. Freiberg, MEd, Department of Teaching and Learning, Peabody College of Education and Human Development, Vanderbilt University, Nashville, Tennessee

Roberta Michnick Golinkoff, PhD, School of Education, University of Delaware, Newark, Delaware

Tamara Halle, PhD, Child Trends, Washington, DC

Carol Scheffner Hammer, PhD, Department of Communication Sciences and Disorders, Temple University, Philadelphia, Pennsylvania

Justin Harris, MS, Department of Psychology, Temple University, Philadelphia, Pennsylvania

Anne Henry, PhD, Department of Educational Psychology and Applied Developmental Science, Curry School of Education, University of Virginia, Charlottesville, Virginia

Annemarie H. Hindman, PhD, Department of Curriculum, Instruction, and Technology in Education, College of Education, Temple University, Philadelphia, Pennsylvania

Kathy Hirsh-Pasek, PhD, Department of Psychology, Temple University, Philadelphia, Pennsylvania

Laura M. Justice, PhD, School of Teaching and Learning, College of Education and Human Ecology, Ohio State University, Columbus, Ohio

Anne P. Kaiser, PhD, Department of Special Education, Peabody College of Education and Human Development, Vanderbilt University, Nashville, Tennessee

Cornelia Kegel, MPhil, MSc, Department of Learning Problems and Impairments, Institute of Education and Child Studies, Faculty of Social and Behavioral Sciences, Leiden University, Leiden, The Netherlands

Iris Levin, PhD, Department of Human Development and Education, Constantiner School of Education, Tel Aviv University, Tel Aviv, Israel

Ragan H. McLeod, MA, Department of Special Education, Peabody College of Education and Human Development, Vanderbilt University, Nashville, Tennessee

Edward Melhuish, PhD, Institute for the Study of Children, Families, and Social Issues, Birkbeck College, London, United Kingdom

Alan L. Mendelsohn, MD, Department of Pediatrics, New York University Medical Center, New York, New York

Jamie L. Metsala, PhD, Faculty of Education, University of Western Ontario, London, Ontario, Canada

Lesley Mandel Morrow, PhD, Graduate School of Education, Rutgers, The State University of New Jersey, New Brunswick, New Jersey

Susan B. Neuman, EdD, Department of Educational Studies, University of Michigan, Ann Arbor, Michigan

Soojin S. Oh, MSEd, Harvard Graduate School of Education, Harvard University, Cambridge, Massachusetts

Mariela M. Píez, EdD, MEd, Department of Teacher Education/Special Education and Curriculum and Instruction, Lynch School of Education, Boston College, Boston, Massachusetts

Barbara Alexander Pan, PhD, Harvard Graduate School of Education, Harvard University, Cambridge, Massachusetts

Scott G. Paris, PhD, Center for Research on Pedagogy and Practice, National Institute of Education, Nanyang Technological University, Singapore

Robert C Pianta, PhD, School of Education, University of Virginia, Charlottesville, Virginia

Shayne Piasta, PhD, School of Teaching and Learning, College of Education and Human Ecology, Ohio State University, Columbus, Ohio

Lianna Pizzo, MA, PsyS, Lynch School of Education, Boston College, Boston, Massachusetts

Douglas R. Powell, PhD, Department of Child Development and Family Studies, Purdue University, West Lafayette, Indiana

John Protzko, MA, Department of Applied Psychology, Steinhardt School of Culture, Education, and Human Development, New York University, New York, New York

Megan Y. Roberts, MS, CCC-SLP, Department of Special Education, Peabody College of Education and Human Development, Vanderbilt University, Nashville, Tennessee

Jean Saint-Aubin, PhD, School of Psychology, University of Muncton, Edmundston, New Brunswick, Canada

Pam Sammons, PhD, Department of Education, University of Oxford, Oxford, United Kingdom

Shelley Scarpino, MS, Department of Communication Sciences and Disorders, Penn State University, University Park, Pennsylvania

Monique Sénéchal, PhD, Department of Psychology, Carleton University, Ottawa, Ontario, Canada

Iram Siraj‑Blatchford, PhD, Institute of Education, University of London, London, United Kingdom

Catherine E. Snow, PhD, Harvard Graduate School of Education, Harvard University, Cambridge, Massachusetts

Rebecca Starr, PhD, Child Trends, Washington, DC

Kathy Sylva, PhD, Department of Educational Studies, Jesus College, Oxford University, Oxford, United Kingdom

Brenda Taggart, MA, Institute of Education, University of London, London, United Kingdom

Kathryn Tout, PhD, Child Trends, Washington, DC

Alexandra Ursache, PhD, Department of Applied Psychology, Steinhardt School of Culture, Education, and Human Development, New York University, New York, New York

Verna van der Kooy-Hofland, PhD, Department of Learning Problems and Impairments, Institute of Education and Child Studies, Faculty of Social and Behavioral Sciences, Leiden University, Leiden, The Netherlands

Marina Vasilyeva, PhD, Department of Counseling, Developmental, and Educational Psychology, Lynch School of Education, Boston College, Boston, Massachusetts

Barbara A. Wasik, PhD, Department of Curriculum, Instruction, and Technology in Education, College of Education, Temple University, Philadelphia, Pennsylvania

Heidi Waterfall, PhD, Department of Psychology, Cornell University, Ithaca, New York

Adriana Weisleder, MA, Department of Psychology, Stanford University, Stanford, California

Martha Zaslow, PhD, Child Trends, Washington, DC

Jamie Zibulsky, PhD, School of Psychology, Fairleigh Dickinson University, Madison, New Jersey