William G. Brozo is a professor of language and literacy at the University of Tennessee. He earned his bachelor's degree from the University of North Carolina and his master's and doctorate from the University of South Carolina. He has taught reading and language arts in junior and senior high school in the Carolinas. He is the author of numerous articles on literacy development for young adults as well as To Be a Boy, To Be a Reader (International Reading Association), a book of strategies for helping teen and preteen males become active readers. Dr. Brozo serves on the editorial review boards of the Reading Research Quarterly and Reading Research and Instruction and the editorial advisory board of the Journal of Adolescent & Adult Literacy. He is also a member of the Commission on Adolescent Literacy. Dr. Brozo regularly speaks at professional meetings around the country and consults with teachers and administrators to discuss ways of enriching the literacy culture of middle and secondary schools and making teaching more responsive to student needs.

Nancy Frey, Ph.D., is an Associate Professor of Literacy in the School of Teacher Education at San Diego State University and the Coordinator of Professional Development Schools for the City Heights Educational Collaborative. Before joining the university faculty, Nancy was a teacher in the Broward County (FL) Public Schools, where she taught students at the elementary and middle school level. She later worked for the Florida Department of Education on a statewide project for supporting students with diverse learning needs in general education curriculum. She is a recipient of the Christa McAuliffe award for excellence in teacher education from the American Association of State Colleges and Universities. Her research interests include reading and literacy, assessment, intervention, and curriculum design, and she was a finalist in for the International Reading Association's Outstanding Dissertation Award. She has co-authored books on literacy such as Improving Adolescent Literacy: Strategies at Work and Language Arts Workshop: Purposeful Reading and Writing Instruction, both published by Pearson Merrill Prentice Hall. ]

Gay Ivey, Ph.D., is the Graduate Program Coordinator of Reading at James Madison University. Dr. Ivey began her career in education as a middle school reading specialist in Albemarle County, Virginia and held positions at Rutgers University and the University of Maryland at College Park before joining the JMU faculty in 2001. She is involved with numerous organizations including the National Reading Conference,
the International Reading Association, the National Council of Teachers of English, and the American Educational Research Association.

Adjunct Displays

Anticipation Guides

Concept Maps

Dictoglos

Directed Notetaking Activity

Directed Reading-Thinking Activity

Echo or Choral Reading

Exit Slips

Fishbowl Discussions

Found Poems

Generative Reading

Guest Speakers

Independent Reading

Interest Surveys, Questionnaires, and Interviews

Jigsaw

KWL

Language Experience Approach

Mnemonics

Modeled Writing

Modeling Language of Process

Opinionative

Pattern Guide

Poems for Two Voices

Popcorn Review

Professor Know-It-All

Questioning the Author

Question-Answer Relationship

Raft Writing

Read-Alouds

Readers’ Theatre

Read-Write-Pair-Share

Reciprocal Teaching

ReQuest

Response Writing

Shades of Meaning

Shared Reading

SPAWN Writing

Split-Page Notetaking

Student Booktalks

Student Questions for Purposeful Learning

Text Impressions

Text Structures

Think-Alouds

Tossed Terms

Vocabulary Cards

Vocabulary Self-Awareness

Word Grids/Semantic Feature Analysis

Word Scavenger Hunts

Word Sorts

Word Walls

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