Nonie K. Lesaux, PhD, is Dean of the Faculty of Education and the Roy E. Larsen Professor of Education and Human Development at the Harvard Graduate School of Education (HGSE). Her research, conducted with school districts, states, and communities, focuses on improving learning opportunities and literacy outcomes for children and youth. Her interests range from language, reading, and social–emotional development in classrooms to using improvement science to strengthen state and community literacy policy and early-learning initiatives. With Stephanie M. Jones, Dr. Lesaux codirects HGSE's Saul Zaentz Early Education Initiative. She is a recipient of the William T. Grant Scholars Award and the Presidential Early Career Award for Scientists and Engineers, and served on the Institute of Medicine and National Research Council's Committee on the Science of Children Birth to Age 8.

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Katie Carr, MEd, is a reading and curriculum specialist based in Concord, Massachusetts, with extensive experience in public and independent schools as a classroom teacher, reading specialist, and literacy leader. Her work focuses on translating the science of literacy into practice through curriculum, professional learning, and multi-tiered systems of support. Alongside Nonie K. Lesaux, Ms. Carr coauthored the New York State Education Department’s Science of Reading Literacy Briefs. She is a certified Structured Literacy/Dyslexia Interventionist and a member of the Orton–Gillingham Academy.

Emily Phillips Galloway, EdD, is Associate Professor at Vanderbilt University’s Peabody College of Education and Human Development, where she is also Director of the Language, Literacy, Learning, and Equity Research Group and Director of Research for the Patterson Institute for Early Adolescent Literacy. Inspired by her work as a former middle school reading specialist and English language arts teacher, Dr. Phillips Galloway researches how language skills develop to support advanced literacies in striving readers and multilingual learners. She also works with large urban districts, school leaders, and educators to design literacy improvement efforts, curriculum, and assessment systems.

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