Camille Blachowiczis a professor of education at National College of Education of National Louis University, where she is director of The Reading Program.nbsp; Her research has been supported by grants from the Spencer Foundation, the Fulbright Council and the International Reading Association.nbsp; In 2003, Dr. Blachowicz was named to the roster of Outstanding Teacher Educators in Reading by the International Reading Association.nbsp; She directs staff development projects in both urban and suburban settings and is co-director of The Reading Leadership Institute.nbsp; Dr. Blachowicz's many articles have been published in journalsnbsp;fromEducational LeadershipandReading Teachernbsp;toReading Research Quarterly. nbsp;nbsp;She is also co-author of many books, includingnbsp;Reading Diagnosis: An Instructional Approach,Reading Comprehension: Strategies for Independent Learners,Reading Street, andFluency Development: From Research to Practice. nbsp;With Donna Ogle, Dr. Blachowicz co-edits theTools for Teaching Literacyseries of staff development and inservice books.
Susan Watts Taffe, PhD, is a researcher and consultant in the field of literacy education. In addition to literacy-technology integration, her research interests include vocabulary development, students experiencing difficulty with reading, and teacher professional development, particularly in culturally and linguistically diverse settings. A frequent speaker at state and national conferences, Dr. Watts Taffe has had articles appear in journals such asThe Reading Teacher, Language Arts, Journal of Literacy Research,andReading Research Quarterly.She has been a special education teacher and reading diagnostician. Dr. Watts Taffe spent 13 years on the faculty of the University of Minnesota, where she was associate professor of elementary and literacy education. In 1996, she received the College of Education and Human Development Distinguished Teaching Award for her work with preservice and inservice teachers. She currently resides in Cincinnati, Ohio. nbsp; Carolyn B. Gwinn, PhD, is a researcher and consultant in the field of literacy education; in this capacity, she focuses on the meaningful integration of technology into literacy curricula, infusion of best practices into literacy instruction, and the design and delivery of high-quality professional development. As an elementary curriculum specialist for one of the largest school districts in Minnesota, Dr. Gwinn engages in strategic planning, implementation, and evaluation of literacy-related initiatives and provides leadership to the district’s technology and media study committee. She has presented at numerous regional and national conferences and has published articles in professional journals includingThe Reading Teacher. Dr. Gwinn has been a classroom teacher in grades 1, 4, and 5; a reading specialist; and a resource teacher. She has also taught undergraduate and graduate literacy methods courses at the University of Minnesota, where she has been recognized for her outstanding teaching and leadership in the community.