Bess Altwerger is the author or editor of three books with Heinemann: ReReading Fluency (2007), Reading for Profit (2005), and Whole Language: What's the Difference? (1990). She is Professor of Elementary Education and Graduate Reading at Towson University. Bess has worked to develop critical literacy pedagogies that prepare students to build a more just, democratic, and sustainable future. Her current activies are devoted to transforming repressive literacy policies, reprofessionalizing teaching, and returning joy to classrooms.
Richard Allington is coauthor of No More Summer-Reading Loss, part of Heinemann's Not This But That series as well as editor of Big Brother and the National Reading Curriculum.
Dick is a professor of literacy studies at the University of Tennessee. He is a past-president of the International Reading Association and the Literacy Research Association. Dick and Anne McGill-Franzen were awarded the Albert J. Harris Award for their study of ameliorating summer reading loss. Together they co-edited the Handbook of Reading Disability Research and Summer Reading:Closing the Rich/Poor Reading Achievement Gap.
He was previously the Irving and Rose Fien Professor of Education at the University of Florida. Dick is a member of the Reading Hall of Fame and the recipient of numerous awards for his contributions to understanding reading difficulties. He is the author/coauthor of several books, including What Really Matters for Struggling Readers: Designing Research-based Programs.
Nancy Rankie Shelton is a coauthor of
ReReading Fluency (2007). She is Assistant Professor of education at the University of Maryland, Baltimore County. Nancy taught ten years in Florida schools, and her interest in
Rereading Fluency stems from her struggle to provide meaningful reading and writing instruction amidst standardization and accountability policies. She also studies the writing process approach to teaching and the affects of mandated curriculum on elementary schools.
Nancy Jordan is a coauthor of ReReading Fluency (2007). An independent educational consultant, researcher, and writer, as well as a twenty-six year teaching veteran, she focuses on the teaching and learning of written discourse with an emphasis on creating classrooms that respond to the cultural and linguistic needs of each child. She has recently explored how unexamined practice, mandated curriculum, and standardized tests create social and educational inequality.
