Dr. Susan Homan is Professor Emerita at the University of South Florida’s College of Education, an institution classified by the Carnegie Foundation as one of the nation’s top research universities. Her areas of expertise include adolescent struggling readers and emergent literacy. She is known and respected as both a practitioner and researcher in the field. She is a professor of literacy and has co-authored several books and published over 30 articles on literacy.
Dr. Timothy Rasinski is a professor of literacy education at Kent State University. He has written over 150 articles and has authored, co-authored or edited over 15 books or curriculum programs on reading education. He is co-author of the award-winning fluency program called Fluency First, published by the Wright Group. His scholarly interests include reading fluency and word study, reading in the elementary and middle grades, and readers who struggle. Read Dr. Rasinski’s C.V.
Dr. Linda Evans is an assistant professor in the Foreign Language Education/ESOL program at the University of South Florida. Her areas of special interest include bilingual education, ESOL, and literacy. Dr. Evans holds a bachelor’s and master’s degree in elementary bilingual education from Boston University and a PhD in Curriculum and Instruction with a focus on second language literacy from the University of South Florida.
Dr. Robert Dedrick’s research interests include the use of structural equation modeling to examine measurement quality of psychological instruments, the analysis of change using hierarchical linear modeling, and mentoring in doctoral education. His work has been published in Psychological Assessment, Journal of Outcome Measurement Educational and Psychological Measurement, Sociology of Education, and Mentoring and Tutoring.
Dr. James R. King’s research interests include struggling readers in early grades through middle school, masculinities in elementary school contexts, qualitative research methodology, and queer and critical theorizing in educational contexts. His publications include Uncommon Caring: Learning from Men who Teach Young Children, published by Teachers College Press. His work has been published in Reading Research Quarterly, Journal of Literacy Research, Qualitative Studies in Education, Contemporary Ethnography, Journal of Adult and Adolescent Literacy, Reading Research and Instruction, as well as chapters in several edited volumes.
Dr. Marie Biggs is a Professor at St. Petersburg College of Education. She has more than 20 years of experience in New England and the Southeast working with struggling “at risk” readers as a K-12 reading specialist and a college-level instructor in literacy education. Her current research focuses on the use of alternative texts for struggling adolescent readers in grades 4 through 12.
