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Karen Kuelthau Allan, PhD, is Professor in the Language and Literacy Division of the School of Education at Lesley University, where she teaches graduate courses in writing, reading, and research and also mentors adjunct professors. She has published several articles and books, most recently the second edition of Literacy and Learning in the Content Areas: Strategies for Middle and Secondary School Teachers. Dr. Allan is an active presenter at professional conferences, as well as a past president and board member of professional organizations. Her research interests are persuasive writing, poetry writing, and strategic reading. Revisiting her elementary teaching years, she often collaborates with teachers and students to pursue her research interests.
Mary C. McMackin, EdD, is Professor in the Language and Literacy Division of the School of Education at Lesley University, where she teaches and serves as faculty mentor for a graduate course on the teaching of writing. She has coauthored four books and has published several articles. Dr. McMackin presents at local, regional, and national conferences and is on the board of the Massachusetts Reading Association and the Massachusetts Association of College and University Reading Educators. Her research interests include differentiated instruction, elementary and middle school poetry instruction, and nonfiction writing. Dr. McMackin began her career as an elementary school teacher and continues to work closely with children and teachers.
Erika Thulin Dawes, EdD, is Assistant Professor in the Language and Literacy Division of the School of Education at Lesley University, where she teaches courses in children’s literature, literacy methods, and writing instruction. She has published an article in Language Arts and worked with Dr. Barbara Kiefer to create the ancillary materials to Charlotte Huck’s Children’s Literature, including classroom response guides to children’s literature award winners. Dr. Dawes’s research interests include practices of reading aloud, early childhood literacy, and social contexts for literacy learning. She has been an elementary-grades teacher, curriculum coordinator, and supervisor of literacy in public schools.
Stephanie A. Spadorcia, PhD, is Associate Professor in the Language and Literacy Division of the School of Education at Lesley University. Her research and teaching focus on literacy instruction for struggling readers and writers as well as students across the disability continuum, assessment of reading and writing difficulties, and using technology to support literacy instruction. Dr. Spadorcia has published articles and book chapters and presented nationally on these topics. She is a member of the Center for Literacy and Disability Studies at the University of North Carolina at Chapel Hill, conducting research and development work on literacy instruction for students with disabilities. Dr. Spadorcia works closely with schools on providing comprehensive literacy instruction to support all students. She has been a special education teacher and reading specialist in the public schools.