James F. Baumann, PhD, Department of Learning, Teaching, and Curriculum, University of Missouri, Columbia, Missouri

Isabel L. Beck, PhD, Learning Research and Development Center, University of Pittsburgh, Pittsburgh, Pennsylvania

Andrew Biemiller, PhD, Institute of Child Study, Department of Human Development and Applied Psychology, University of Toronto, Toronto, Canada

Camille L. Z. Blachowicz, PhD, National College of Education, National Louis University, Evanston, Illinois

Eileen Boland, MEd, Roosevelt High School, Fresno, California

Ashley Capozzoli-Oldham, MA, Department of Educational Psychology, Neag School of Education, University of Connecticut, Storrs, Connecticut

Jill Castek, PhD, Graduate School of Education, University of California, Berkeley, Berkley, California

Gina N. Cervetti, PhD, School of Education, University of Michigan, Ann Arbor, Michigan

Michael D. Coyne, PhD, Department of Educational Psychology, Neag School of Education, University of Connecticut, Storrs, Connecticut

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

Bridget Dalton, EdD, Department of Teaching and Learning, Vanderbilt University, Nashville, Tennessee

Elizabeth Carr Edwards, PhD, Department of Curriculum Foundations and Reading, Georgia Southern University, Statesboro, Georgia

Peter Fisher, PhD, National College of Education, National Louis University, Evanston, Illinois

Susan Leigh Flinspach, PhD, Department of Education, University of California, Santa Cruz, Santa Cruz, California

George Font, PhD, Department of Early, Elementary, and Reading Education, James Madison University, Harrisonburg, Virginia

Michael F. Graves, PhD, Department of Literacy Education, University of Minnesota, Minneapolis, Minnesota

Dana L. Grisham, PhD, School of Education, National University, La Jolla, California

Elfrieda H. Hiebert, PhD, TextProject, University of California, Santa Cruz, Santa Cruz, California

Bonnie Johnson, PhD, Human Development and Learning, School of Education, Dowling College, Oakdale, New York

Dale D. Johnson, PhD, Literacy Education, School of Education, Dowling College, Oakdale, New York

Edward J. Kame’enui, PhD, College of Education, University of Oregon, Eugene, Oregon

Michael L. Kamil, PhD (Emeritus), School of Education, Stanford University, Stanford, California

Patrick C. Manyak, PhD, Department of Elementary and Early Childhood Education, University of Wyoming, Laramie, Wyoming

Margaret G. McKeown, PhD, Learning Research and Development Center, University of Pittsburgh, Pittsburgh, Pennsylvania

Tatiana F. Miller, PhD cand., Department of Education, University of California, Santa Cruz, Santa Cruz, California

Colleen Ryan O’Donnell, PhD, Institute for Human Development, University of California, Berkeley, Berkeley, California

P. David Pearson, PhD, Graduate School of Education, University of California, Berkeley, Berkeley, California

Melanie Ruda, MA, Seward Inc., Minneapolis, Minnesota

Gregory C. Sales, PhD, Seward Inc., Minneapolis, Minnesota

Cheryl Sandora, PhD, Learning Research and Development Center, University of Pittsburgh, Pittsburgh, Pennsylvania

Kathleen Schlichting, PhD, Watson School of Education, University of North Carolina, Wilmington, Wilmington, North Carolina

Judith A. Scott, PhD, Department of Education, University of California, Santa Cruz, Santa Cruz, California

Deborah C. Simmons, PhD, Department of Educational Psychology, Texas A&M University, College Station, Texas

Katherine A. Dougherty Stahl, EdD, Steinhardt School of Education, New York University, New York, New York

Steven A. Stahl, EdD (deceased), Curriculum and Instruction, College of Education, University of Illinois at Urbana–Champaign, Urbana–Champaign, Illinois

Shane Templeton, PhD, Department of Educational Specialties, College of Education, University of Nevada, Reno, Reno, Nevada