"Addressing Summer Reading Setback Among Economically Disadvantaged Elementary Students" Published in
Reading Psychology in 2010, Volume 31.
Richard L. Allington, University of Tennessee, Knoxville, Tennessee
Dick Allington is Professor of Literacy Studies at the University of Tennessee and Past-President of the International Reading Association and the Literacy Research Association. Dick received the Outstanding Dissertation Award from IRA for his study of perceptual processing in young children and the William S. Gray Citation of merit for his contributions to the profession. He was co-recipient of the Albert J. Harris Award in recognition of his work contributing to the understanding of reading and learning disabilities, and has been named to the Reading Hall of Fame.
Dick currently serves on the editorial boards of Reading Research Quarterly, the Journal of Educational Psychology, Reading Teacher, Remedial and Special Education, and the Elementary School Journal. He is author of over 150 research articles and several books, including What Really Matters for Struggling Readers (PearsonAllynBacon) and the Handbook of Reading Disabilities Research (Routledge) co-edited with Anne McGill-Franzen.
Anne McGill-Franzen, University of Tennessee, Knoxville, Tennessee
Anne McGill-Franzen is professor of education and director of the Reading Center, University of Tennessee, Knoxville. She is past member of the NRC Board and recipient of several IRA research awards, including the Dina Feitelson Award for empirical work in early literacy with clear implications for instruction, the Nila Banton Smith Award, and co-recipient of the Albert J. Harris Award (with R. Allington). Anne co-directed the longitudinal research project on mitigating summer reading loss (with R. Allington), recently published in Reading Psychology, and co-edited the recent Handbook of Reading Disability Research (Routledge).
Gregory Camilli, University of Colorado, Boulder, Colorado
Gregory Camilli is Professor in the School of Education, University of Colorado at Boulder. Prior to Colorado, he was Professor at Rutgers University, New Brunswick. He teaches and conducts research and evaluations studies in a number of different areas including equity issues, reading research, and topics at the intersection of psychometrics and educational practice. Recent publications include "Is There a Mismatch Effect in Law School, Why Might it Arise, and What Would It Mean?" (Journal of College and University Law); "A noncentral t regression model for meta-analysis" (Journal of Educational and Behavioral Statistics; and "A meta-analysis of the effects of early education interventions on cognitive development (Teachers College Record). He is currently reexamining the issue of identifying school-level effect and international variation in mathematics learning using a hybrid model combining multilevel analysis with item response theory.
Lunetta Williams, University of North Florida, Jacksonville, Florida
Dr. Lunetta Williams, a former elementary teacher, received her Ph.D. in Curriculum and Instruction with a focus on Reading Education in 2005 from the University of Florida. Her overarching research interest is minimizing the reading achievement gap among economically disadvantaged and economically advantaged children. Dr. Williams has published in Journal of Educational Research, Reading Psychology, Journal of Research in Childhood Education, Journal of Reading Education, Childhood Education, Voices from the Middle, Research in the Schools, and Florida Reading Journal. She was a recipient of the University of Florida's College of Education Dissertation Award, University of Florida Outstanding Alumni Award, and University of North Florida's Outstanding Undergraduate Teaching Award as well as the co-recipient of the Mid-South Educational Research Association (MSERA) Conference for the James E. McLean Outstanding Distinguished Paper Award.
Jennifer Graff, University of Georgia, Athens, Georgia
Jennifer M. Graff is an Assistant Professor in the Department of Language and Literacy Education at The University of Georgia. Dr. Graff earned her doctoral degree in Curriculum and Instruction with emphases in language, literacy, and culture, reading, and children's literature from The University of Florida in 2007. She has published on research involving sociocultural and sociopolitical constructs of struggling readers' literacy practices as well as critical intersections of ideology, pedagogy, and children's literature with regard to US immigration. She also serves on the Board of Directors for Books for Keeps, a non-profit organization, whose literacy initiative of providing thousands of elementary-aged youth with consistent access to reading materials was modeled after the research focused on mediating summer setback and book access.
Jacqueline Zeig, PCG Education of Portsmouth, New Hampshire
Jacqueline Zeig is a Field Associate for PCG Education. She currently works with City Year, a non-profit national service organization, as a Regional Literacy Trainer. Prior to joining PCG Education, Jacqueline was a Lecturer at the University of Florida as well as Director of America Reads at UF. Before earning her Ph.D., Jacqueline was a K-12 state-level literacy coach and elementary teacher. She is co-author on a number of research articles and most recently a co-author of a chapter in the Handbook of Research on Teaching Literacy Through the Communicative and Visual Arts, Volume II. Jacqueline serves on the Executive Board of the Florida Reading Association. Jacqueline's research interests include identifying effective interventions for at-risk populations, cognitive strategy instruction and helping teachers to identify culturally-relevant, developmentally appropriate curriculum.
Courtney Zmach, Collier County Public Schools, Naples, Florida
Courtney C. Zmach received the Alumni Graduate Fellowship to complete her Ph.D. at the University of Florida, specializing in K-12 reading education. Dr. Zmach currently works as a Grant Evaluator for Collier County Public Schools in Naples, Florida, where she evaluates the District's Title I (Basic and Migrant) programs. From 2005 to 2010, Dr. Zmach worked at the American Institutes for Research (AIR) in Washington, D.C. While a Senior Research Analyst at AIR, she co-authored three IES reports. Dr. Zmach was project director for an evaluation of high school reading interventions in Miami. She earned her undergraduate degree at St. Bonaventure University and a Master's from the University of Toronto/Ontario Institute for Studies in Education (OISE). She taught school in Florida and Canada.
Rhonda Nowak, University of Hawaii, Honolulu, Hawaii