Episódios
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Rita M. Bean, PhD, is Professor Emerita in the School of Education at the University of Pittsburgh. Prior to joining the university, she taught at the elementary school level and served as a reading supervisor for grades K–12. Dr. Bean has published numerous articles, book chapters, and books on topics including professional learning and the role of reading specialists and literacy coaches. She is a member of the Reading Hall of Fame and a former board member of the International Literacy Association. Dr. Bean is a recipient of the University of Pittsburgh’s Chancellor’s Distinguished Teaching Award and Distinguished Service Award, among other honors.
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James W. Cunningham is Professor Emeritus of Literacy Education at the University of North Carolina at Chapel Hill. He has over 100 publications, including books, book chapters, research articles, professional articles, and scholarly reviews. He has presented many papers at national and international conferences. He was on the editorial boards of Reading Research Quarterly, Journal of Literacy Research, National Reading Conference Yearbook, Literacy Teaching and Learning: An International Journal of Early Reading and Writing, and Reading Psychology prior to his retirement from the university. He was elected Fellow by the National Conference on Research in Language and Literacy, and was an elected member of the Board of Directors of the National Reading Conference. Jim was a member of the Text Complexity Committee for the Common Core Standards in English Language Arts. He has taught at the elementary and secondary levels, and has served as a consultant to public schools, school systems, and other education agencies in 28 states.
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Dr. Karen Wixson, Professor Emeritus of Education, retired from active faculty status at the the University of Michigan's Marsal School in 2011.
Wixson received her bachelor of science degree in behavioral disabilities from the University of Wisconsin in 1972 and her master of science in education from SUNY-Binghamton in 1975. She earned her master's degree in reading education in 1978 and her doctor of philosophy degree in reading education in 1980, both from Syracuse University. Professor Wixson was appointed assistant professor at the University of Michigan in 1980, promoted to associate professor in 1985, and promoted to professor in 1991. She served as dean of the Marsal Family School of Education from 1998 to 2005.
Wixson has published widely in the areas of literacy curriculum, instruction, and assessment in books and journals such as Reading Research Quarterly, The Reading Teacher, Elementary School Journal, Review of Research in Education, and the Handbook of Reading Research. She is also an author on the Scott Foresman reading program and co-author of a popular text on the assessment and instruction of reading and writing problems.
Professor Wixson co-directed the federally funded Michigan English Language Arts Framework standards project, and served as co-director and principal investigator in the Center for the Improvement of Early Reading Achievement (CIERA). She has been a long-time consultant to the National Assessment of Educational Progress reading tests, and recently served as a member of several National Research Council committees and as a member of the extended work group for the Common Core English-Language Arts Standards. She served as a member of the Board of Directors of both the National Reading Conference and the International Reading Association and is currently co-chair of the Reading Association's Commission on Response to Intervention.
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Timothy Rasinski is a professor of literacy education at Kent State University and director of its award winning reading clinic. He has written over 200 articles and has authored, co-authored or edited over 50 books or curriculum programs on reading education. He's published numerous best-selling books with Teacher Created Materials and Shell Education, and has also authored books for Scholastic. His scholarly interests include reading fluency and word study, reading in the elementary and middle grades, and readers who struggle. His research on reading has been cited by the National Reading Panel and has been published in journals such as Reading Research Quarterly, The Reading Teacher, Reading Psychology, and the Journal of Educational Research. Dr. Rasinski is the first author of the fluency chapter for the Handbook of Reading Research.
Dr. Rasinski served a three year term on the Board of Directors of the International Reading Association and was co-editor of The Reading Teacher, the world's most widely read journal of literacy education. He has also served as co-editor of the Journal of Literacy Research. Dr. Rasinski is past-president of the College Reading Association and he has won the A. B. Herr and Laureate Awards from the College Reading Association for his scholarly contributions to literacy education. In 2010, Dr. Rasinski was elected into the International Reading Hall of Fame.
Prior to coming to Kent State, Timothy Rasinski taught literacy education at the University of Georgia. He taught for several years as an elementary and middle school classroom and Title I teacher in Nebraska. Tim is a veteran of the US armed forces.
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Dr. Donna E. Alvermann is University of Georgia Appointed Distinguished Research Professor Emeritus. She is also The Omer Clyde and Elizabeth Parr Aderhold Professor in Education Emeritus. Formerly a public classroom teacher in Texas and New York for 12 years, her current research focuses on critical media literacy and young people’s uses of popular media. She is the author of numerous articles and several books in multiple editions.
She co-designed an interactive research website (https://www.becoming3lectric.com/) to learn how a community of researchers and researched objects can push boundaries associated with creating and disseminating “original” work that is remixed online using a Creative Commons license.
A key element in her career includes serving as principal researcher and co-director of the U.S. Department of Education’s National Reading Research Center located at the University of Georgia from 1992-1997. She is the recipient of numerous awards presented by major education organizations, including the Literacy Research Association’s Oscar Causey Award for Outstanding Contributions to Reading Research; ALER’s Laureate Award; and the International Literacy Association’s highest honor, the William S. Gray Citation of Merit. Elected early in her career to the Reading Hall of Fame, Dr. Alvermann was later elected to Fellow Status in the American Educational Research Association.
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P. David Pearson is an emeritus faculty member in the School of Education at the University of California, Berkeley, where he served as Dean from 2001-2010. His current research focuses on literacy history and policy. He also holds an appointment as a Professor of the Graduate School and is the Evelyn Lois Corey Emeritus Chair in Instructional Science.
He has been active in professional organizations, serving the International Reading Association (IRA) and the National Council of Teachers of English (NCTE) in many capacities (including the IRA Board of Directors), both the National Reading Conference (NRC) and The National Conference of Research in English as President, and the American Association of Colleges of Teacher Education as a member of the Board. He currently serves as the Chair of IRA’s Literacy Research Panel.
He has served as an advisor to the National Academy of Science, the Children's Television Workshop (now the Sesame Workshop), a myriad of school districts and state agencies, and many educational public and private educational enterprises. He has been a reading program author for several publishers, including Ginn & Co. (Ginn Reading Program), Silver Burdett & Ginn (World of Reading and Literature Works), National Geographic (Reading/Writing Workshop), and Pearson Scott-Foresman (Reading Street).
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Patricia (Patty) Anders holds the Jewell Lewis Distinguished Professor of Reading in the Department of Teaching, Learning and Sociocultural Studies, College of Education, the University of Arizona. She received her doctorate from the University of Wisconsin-Madison in 1976.
Dr. Anders’ research and scholarship focuses on secondary school student’s language and literacy development, particularly in the content areas and reading comprehension; teacher’s beliefs, theories and practices, especially as related to the teaching of literacy across the curriculum/academic literacies and to school leadership; and adult, family, community and workplace literacies. She is the co-author of Literacy Instruction in the Content Areas, and the co-editor of three books, Understanding Readers’ Understanding, Literacy Development of Students in Urban Schools: Research and Policy, and the Handbook of Reading Disabilities.
Her journal publications include the award-winning article “The relationship between teachers’ beliefs and practices in reading comprehension” in the American Educational Research Journal and others in leading journals in the field. She co-edited the Journal of Literacy Research, a journal of the Literacy Research Association.
She is an elected member of the Reading Hall of Fame and served as Treasurer. She is also a Fellow of the National Council Research in Language and Literacy and served as President. She is Past President of the Literacy Research Association (formerly the National Reading Conference) and has served as a member of the Board of Directors of the International Reading Association (currently the International Literacy Association). She also served as the secretary of the American Education Research Association’s Division C and the Chair of the Basic Reading Research Special Interest Group.
She was awarded the Outstanding Teaching and Mentoring Award from the Graduate College, University of Arizona and the Outstanding Faculty Service/Outreach Award from the College of Education.
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Professor David Reinking is semi-retired with a courtesy appointment as an Adjunct Professor in the University of Georgia's Mary Frances Early College of Education. He serves the department as a consultant, advisor, mentor, and resource, drawing on his diverse past experiences and leadership positions in the field. These include editorships of the field’s two leading journals (Reading Research Quarterly and the Journal of Literacy Research), the presidency of its major research organization (Literacy Research Association), substantial federal funding for research, 10-year service as a department head, and a strong record of peer-reviewed publication.
Included among his interests are: Understanding and developing literacy in digital environments; Formative experiments and design-based research; Theory's role in education research.
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Douglas Fisher, Ph.D., is professor and chair of educational leadership at San Diego State University. Doug is a credentialed teacher and administrator in California. He has published over 250 books, chapters, and articles focused on school improvement and was elected into the Reading Hall of Fame in 2022.
Doug has lived in the San Diego area his entire life. In his spare time, he enjoys reading, traveling, and staying healthy through running and yoga. He loves being an educator and hopes to share that passion with others.
And now we know that he's awesome on podcasts and helps make us smarter.
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You know Elfrieda H. Hiebert, known affectionately as "Freddy", is a big deal because she has her own Wikipedia page!
Here's what that says: Elfrieda "Freddy" Hiebert (born 1948) is an educational researcher whose work examines literacy, learning, early childhood development, teacher development, writing and children's literature. The main thrust of her work addresses literacy learning among at-risk youth in American classrooms. Currently, she is the CEO and president of TextProject, Inc., an agency that is dedicated to bringing beginning and struggling readers to high levels of literacy through a variety of strategies and tools, particularly through using science and social studies texts, used for reading instruction.Margaret Vaughn has the chance to talk to Freddy about her research and scholarship.
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Anne Haas Dyson is a former teacher of young children and a fellow of the American Educational Research Association. Among her previous appointments was as a longtime professor at the University of California, Berkeley, where she received the campus-wide Distinguished Teaching Award. She has spent over 40 years studying the childhood cultures and literacy learning of young schoolchildren, for which she has received numerous awards. Dyson aims, first, to bring respect and intellectual attention to childhood cultures and their relationship to school learning. Young children do not participate in school because they are concerned about the national economy, international competition, or climbing a ladder to academic accolades from a grateful nation. They desire to make sense of their world and to gain companionship in what can be a confusing world. Second, she aims to document the diversity of resources (languages, popular culture texts, semiotic tools, everyday experiences) our diverse school children bring with them with which to participate intellectually and socially in school, especially in written language development. Her most recent book publications are, published in 2016, Child cultures, schooling, and literacy: Global perspectives on children composing their lives, and, in 2021, Writing the School House Blues: Literacy, Equity, and Belonging in a Child’s Early Schooling.
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James Hoffman is a Professor of Language and Literacy at The University of North Texas and currently serves as the Meadows Endowed Chair for Literacy. Dr. Hoffman is a former editor of The Reading Research Quarterly and The Yearbook of the National Reading Conference.
He has served as President of the National Reading Conference and as a member of the Board of Directors of the International Reading Association. Dr. Hoffman was an affiliated scholar with both the National Reading Research Center and the Center for the Improvement of Early Reading Achievement. He was elected to the Reading Hall of Fame in 2002 and served as President of this organization from 2008-2010.
Dr. Hoffman served as the chair for the International Reading Association’s Commission and the “Prepared to Make a Difference” research project. He has been active in international literacy projects in Central American, Africa and Asia. This past year he was awarded the Oscar Causey lifetime achievement award for research in literacy by the Literacy Research Association. The primary focus for his research has been on teaching and teacher preparation. Dr. Hoffman has published more than 150 articles, books and chapters on literacy related topics. He completed the Ph.D. at the University of Missouri at Kansas City.
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Susan Neuman is a well-known and well-respected thought-leader in early childhood and literacy development. She specializes in literacy and policy for children who live in poverty. She has written more than 100 articles and authored and edited 11 books! She has taught and researched at a number of universities and is currently a professor of Childhood and Literacy Education at NYU.
She is on 'X' (formerly Twitter) at: @SusanBneuman.
She is on LinkedIn at: https://www.linkedin.com/in/susan-neuman-2812b41b/.
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To find someone who is renowned in their field, look no further than the SUNY system and Dr. Peter Johnston! Dr. Johnston is a Professor Emeritus at the University of Albany, joining their Literacy Teaching and Learning Department in 1981 when it was just called the Reading Department. He serviced as chair 1999-2001 and 2009-2013. He retired in 2014.
Dr. Margaret Vaughn talks to Dr. Johnston about his career and what brings him excitement in his research, based around a fascination with children's learning and, no less, teachers' teaching.
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In this episode, Dr. Margaret Vaughn talks with Dr. Patricia A. Edwards, Distinguished Professor of Language and Literacy at Michigan State University. Dr. Edwards is an internationally-recognized literacy scholar, known for her work in supporting literacy learning and development for families of color. She is a member of the Reading Hall of Fame, as well as NCRLL Distinguished Scholar. NCRLL stands for National Conference on Research in Language and Literacy.
And while all those things are national or international, she has paid particular attention to something even smaller in scale, though bigger in impact: the roles of parents in children's literacy development.
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In this episode, Dr. Margaret Vaughn talks with Dr. John T. Guthrie, the esteemed
Jean Mullan Professor of Literacy Emeritus in the Department of Human Development
and Quantitative Methodology at the University of Maryland at College Park.
He served as the Research Director at the International Reading Association from
1974-1984 and is the recipient of the Oscar Causey Award for Outstanding
Reading Research and is a member of the International Reading Association Hall
of Fame. In 2004, Dr. Guthrie received the University of Maryland Regent’s
Faculty Award for research/scholarship/creative activity. In 2011, he was
elected to the National Academy of Education which addresses research to
national policy
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Gerald G. Duffy, EdD, is the former William Moran Distinguished Professor of Literacy and Reading at the University of North Carolina Greensboro and Professor Emeritus at Michigan State University. He was an elementary- and middle-school teacher for nine years and so his scholarship and research has always been rooted in the classroom. He’s a past president of the National Reading Conference (now the Literacy Research Association) and a member of the Reading Hall of Fame. Dr. Duffy has worked with teachers and children across the United States and overseas. He has written and edited several books on reading instruction and has published over 150 articles and research studies on effective instruction and comprehensive. Plus, he’s one of Dr. Margaret Vaughn’s mentors and favorite teachers of all-time.
