D ONNA OGLE is Emerita Professor of Reading and Language at National-Louis University (NLU) in Chicago, Illinois, and is active in research and professional development projects. She served as  senior consultant to the Chicago Striving Readers Project, co-directs the Reading Leadership Institute and for eight years was Co-Director of the Literacy Partners Project, collaboration among the Chicago Public Schools, NLU and the Chicago Community Trust. Donna also serves as a literacy consultant internationally: as part of the Reading and Writing for Critical Thinking Project she worked primarily in Russia and Romania, for the U.S government she has worked in Peshawar, Pakistan (for an Afghan Education Project),  in Latin America and in Austria; and currently is part of  Critical Thinking International and Grupo SM in Latin America.    She is currently on the editorial review boards of  the R eading Teacher and the J ournal of Adolescent and Adult Literacy. Donna is a past-president of the International Reading Association (IRA) and an elected member of the Reading Hall of Fame. She also conducts research on visual literacy, vocabulary and content comprehension, having developed both the K-W-L and PRC2 (partner reading in content, too) frameworks. She is the author of many books, book chapters, professional articles, and curriculum materials and is currently coordinating editor for a series of books on the CCSS being published by Pearson Education.

A LAN CRAWFORD is Emeritus Professor of Education at California State University, Los Angeles. He has served as President of the California Reading Association, a Fulbright Senior scholar in Ecuador, and a Researcher in Residence at the American Embassy in Baku, Azerbaijan. He has done extensive teaching, consulting, and writing on teaching reading in the elementary school, especially for second language learners. Alan has written curriculum for teaching reading in Spanish and served on the Editorial Review Board of L ectura y Vida. He served as IRA’s representative to UNESCO for many years and was a Senior Literacy Specialist at UNESCO in Paris during International Literacy Year (1989–90). He is currently a director of Critical Thinking International. He frequently presents workshops on a volunteer basis for international development projects in Latin America, Europe, Asia, and Africa.

PENNY FREPPON is Emerita Professor of Literacy at the University of Cincinnati, where she taught undergraduate and graduate courses in reading and writing and directed a Literacy Center serving urban children. Federal, state, and university grants supported her research. Her publications appeared in national and internationally referenced journals. She has served on Review Boards for Language Arts (LA) and Research in the Teaching (RTE) of the National Council of Teachers of English, Research Reading Quarterly (RRQ) and The Reading Teacher (RT) of the International Reading Association,  Journal of Reading Behavior (JRB) and the Yearbook of the National Reading Conference (Literacy Research Association), Literacy, Teaching and Learning: An International Journal of Early Literacy of the Reading Recovery Council and won the Distinguished Research Award in Teacher Education.  Freppon has written and co-written research and practice-based articles, book chapters and a book on “what it takes to be a teacher.” The state of Ohio and federal funds supported a Literacy Specialist workshop-based and literature-rich program, of which she was field-faculty member. She has taught teachers in Uzbekistan and Africa, and is a member of Critical Thinking International and is a RWCT IC International Trainer.

1     Approaches to Teaching Reading

2     The Social and Cultural Contexts for Teaching All Children to Read

3     What Reading Teachers Need to Know about Language

4     Emergent Literacy

5     Phonics and Word Knowledge

6     Helping Readers Build Fluency and Vocabulary

7     Reading Comprehension, Part I: Making Sense of Literature

8     Comprehension: Understanding and Learning with Informational Texts

9     Critical Thinking and Critical Literacy

10   Teaching Children to Spell and Write

11   Assessing Literacy

12   Putting Effective Literacy Instruction into Practice: Grades K to 2

13   Putting Effective Literacy Instruction into Practice: Grades 3 to 5

14   Putting Effective Literacy Instruction into Practice: Grades 6 to 8

15   Models and Strategies for Teaching ESL and for Teaching Reading in the Mother Tongue

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