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Fluency in the Classroom
Edited by Melanie R. Kuhn and Paula J. Schwanenflugel
Barbara A. Bradley, PhD, Department of Curriculum and Teaching, University of Kansas, Lawrence, Kansas
Eileen A. Cohen, MEd, Department of Psychology, Georgia State University, Atlanta, Georgia
Carolyn A. Groff, MEd, Department of Curriculum and Instruction, Monmouth University, West Long Branch, New Jersey
Elfrieda H. Hiebert, PhD, Graduate School of Education, University of California, Berkeley, Berkeley, California
Melanie R. Kuhn, PhD, Department of Learning and Teaching, Graduate School of Education, Rutgers, The State University of New Jersey, New Brunswick, New Jersey
Maureen W. Lovett, PhD, Departments of Pediatrics and Psychology, University of Toronto, Toronto, Ontario, Canada
Elizabeth B. Meisinger, PhD, Department of Psychology, University of Memphis, Memphis, Tennessee
Justin Miller, MA, Father Flanagan's Boys' Home, Clinical Services and Research, Boys Town, Nebraska
Robin D. Morris, PhD, Department of Psychology, Georgia State University, Atlanta, Georgia
Lesley Mandel Morrow, PhD, Graduate School of Education, Rutgers, The State University of New Jersey, New Brunswick, New Jersey
Matthew Quirk, PhD, Department of Counseling, Clinical, and School Psychology, Gevirtz Graduate School of Education, University of California, Santa Barbara, Santa Barbara, California
Hilary P. Ruston, MA, Department of Educational Psychology, University of Georgia, Athens, Georgia
Paula J. Schwanenflugel, PhD, Department of Educational Psychology and Instructional Technology, University of Georgia, Athens, Georgia
Rose A. Sevcik, PhD, Department of Psychology, Georgia State University, Atlanta, Georgia
Katherine A. Dougherty Stahl, EdD, Steinhardt School of Education, New York University, New York, New York
Maryanne Wolf, PhD, Eliot-Pearson Department of Child Development, Tufts University, Medford, Massachusetts
Deborah G. Woo, EdD, Department of Literacy Education, New Jersey City University, Jersey City, New Jersey
Eileen A. Cohen, MEd, Department of Psychology, Georgia State University, Atlanta, Georgia
Carolyn A. Groff, MEd, Department of Curriculum and Instruction, Monmouth University, West Long Branch, New Jersey
Elfrieda H. Hiebert, PhD, Graduate School of Education, University of California, Berkeley, Berkeley, California
Melanie R. Kuhn, PhD, Department of Learning and Teaching, Graduate School of Education, Rutgers, The State University of New Jersey, New Brunswick, New Jersey
Maureen W. Lovett, PhD, Departments of Pediatrics and Psychology, University of Toronto, Toronto, Ontario, Canada
Elizabeth B. Meisinger, PhD, Department of Psychology, University of Memphis, Memphis, Tennessee
Justin Miller, MA, Father Flanagan's Boys' Home, Clinical Services and Research, Boys Town, Nebraska
Robin D. Morris, PhD, Department of Psychology, Georgia State University, Atlanta, Georgia
Lesley Mandel Morrow, PhD, Graduate School of Education, Rutgers, The State University of New Jersey, New Brunswick, New Jersey
Matthew Quirk, PhD, Department of Counseling, Clinical, and School Psychology, Gevirtz Graduate School of Education, University of California, Santa Barbara, Santa Barbara, California
Hilary P. Ruston, MA, Department of Educational Psychology, University of Georgia, Athens, Georgia
Paula J. Schwanenflugel, PhD, Department of Educational Psychology and Instructional Technology, University of Georgia, Athens, Georgia
Rose A. Sevcik, PhD, Department of Psychology, Georgia State University, Atlanta, Georgia
Katherine A. Dougherty Stahl, EdD, Steinhardt School of Education, New York University, New York, New York
Maryanne Wolf, PhD, Eliot-Pearson Department of Child Development, Tufts University, Medford, Massachusetts
Deborah G. Woo, EdD, Department of Literacy Education, New Jersey City University, Jersey City, New Jersey
