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State University, and was Dean of the College of Education and the Co-Director of the Center for the Study of
Reading at the University of Illinois, Urbana-Champaign. He has been the President of the National Reading
Conference and the National Conference on Research in English and has served on the board of directors of the
American Association of Colleges for Teacher Education. Dr. Pearson currently serves on the editorial advisory
boards of Cognition and Instruction, Educational Assessment, Reading Research Quarterly, Research in the
Teaching of English and Reading On-Line.Heisafrequent speaker and publisher in the field of reading and
education. Dr. Pearson has had published 12 books and over 100 articles in journals such as Reading Research
Quarterly, The Journal of Literacy Research, Language Arts and The Reading Teacher.
Jeni Leta Riley, Ph.D. Dr. Riley is the head of the School of Early Childhood and Primary Education for the
Institute of Education, University of London. Dr. Riley received her conferment of title of Reader in Literacy in
Primary Education in 2000 and has been active in early childhood literacy development as a teacher, lecturer,
examiner and researcher for nearly 30 years. Among her research projects was a study of literacy development in
the first year of school and is currently involved with a funded project called Storytalk, investigating how to
support spoken language development most effectively in multicultural early years classrooms. Dr. Riley has
served on many educational committees, including four years as the Deputy Chair of the National Association of
Primary Teacher Education Conference (NaPTEC), and as a member of the Committee of the Heads of School,
University of London, Institute of Education. Most recent publications include an edited book Learning in the
Early Years: A guide for teachers of children 3-7 and research journal articles entitled The National Literacy
Strategy: Success with literacy for all? and Developing young children’s thinking through learning to write
argument.
Liliane Sprenger-Charolles, Ph.D.Dr. Sprenger-Charolles is a Senior Research Scientist and leads the
Literacy Department of a laboratory that belongs both to the French National Center for Scientific Research
(CNRS, Department of Humanities and Social Sciences) and to the University René Descartes, Paris. She is an
expert in the field of literacy with extensive research on the role of phonological skills in reading acquisition and
developmental dyslexia. Dr. Sprenger-Charolles has been widely published in dozens of international journals
and textbooks including recent research findings featured in the Handbook of Children’s Literacy and in the
Journal of Experimental Child Psychology.Additionally, she has shared her expertise in literacy research as a
speaker in prestigious academic conferences and workshops across Europe and in the United States and Canada.
Keith E. Stanovich, Ph.D. Dr. Stanovich is a professor at the University of Toronto, Department of Human
Development and Applied Psychology where he holds the Canada Research Chair in Applied Cognitive Science.
Dr. Stanovich has been recognized for his research in reading including being awarded the Distinguished
Scientific Contributions Award from the Society for the Scientific Study of Reading, July 2000, and the
International Reading Association’s Albert J. Harris Award in 1988 and 1992, the only two-time winner. He was
elected to the Reading Hall of Fame in 1995 by the members of that society. He has published over 125 articles
in journals such as Journal of Educational Psychology, American Educator and Scientific Studies of Reading.
Dr. Stanovich served four years on the board of directors for the Society of Scientific Study of Reading and is an
editorial board member for several academic journals.
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PART I