With unmatched expertise in English Language Arts, English Language Development, Intervention, and more, the Wonders team of authors is comprised of scholars, researchers, and teachers from across the country. From serving on the development team of K-12 Common Core State Standards (CCSS) and directing statewide reading initiatives to managing English Language Arts research centers, this highly qualified team of professionals is fully invested in improving student and district outcomes.
Select an Author below to read their bio.
Distinguished Professor of Urban Education at the University of Illinois at Chicago where he is Director of the Center for Literacy and chair of the Department of Curriculum and Instruction. Follow Dr. Shanahan’s blog at www.shanahanonliteracy.com.
A prolific writer, master teacher, and respected professional development expert, Dr. Fisher has until recently been the Director of Professional Development at the City Heights Educational Collaborative in San Diego. This dynamic urban education collaborative has been a model of inclusive, successful education and has improved teaching and learning each year in inner city San Diego.
Currently working on the creation of a new charter high school in San Diego, Dr. Fisher continues to write numerous articles, books, and book chapters on issues of literacy, language arts, school reform, and inclusive education. He is currently an editorial board member of the Journal of Literacy Research, Journal of Adolescent and Adult Literacy, The California Reader, and Remedial and Special Education. He is a sought-after speaker at local, state, and national conferences and has been the recipient of dozens of substantial grants for numerous projects in schools throughout California and the nation.
Some of his most recent publications include the following article and book chapters: Text Complexity: Raising Rigor in Reading (with Nancy Frey and Diane Lapp), Implementing a schoolwide literacy framework: Improving achievement in an urban elementary school (with N. Frey, in press), The Reading Teacher; Lesson Study: An opportunity for teacher led professional development (with C. Podhorsky, 2007). In L.B. Gambrell, L.M. Morrow, & M. Pressley (Eds.), Handbook of Teacher Education: Globalization, standards and professionalism in times of change (pp. 445-456). New York: Kluwer-Springer.
Dr. Echevarria has teaching experience in elementary, middle, and high school in general education, special education, ESL, and bilingual programs. She has lived in Taiwan, Spain, and Mexico where she taught and conducted research. Her UCLA doctorate earned her an award from the National Association for Bilingual Education’s Outstanding Dissertations Competition and subsequent research and publications have focused on effective instruction for English learners, including those with learning disabilities. She has presented her research across the U.S. and internationally including Oxford University (England), Wits University (South Africa), Harvard University (U.S.), South East Europe University (Macedonia), and University of Barcelona (Spain). Publications include the popular SIOP (Sheltered Instruction Observation Protocol) book series and more than 50 books, book chapters, and journal articles. In 2005, Dr. Echevarria was selected as Outstanding Professor at CSULB.
Dr. Jan Hasbrouck is an educational consultant and trainer, and recently served as the Executive Director of the Washington State Reading Initiative. She worked in schools as a reading specialist for 15 years before becoming a professor at the University of Oregon and later Texas A&M University. Dr. Hasbrouck consults with districts and state departments with a focus on improving instruction for students who struggle with reading. Dr. Hasbrouck also provides educational consulting to individual schools across the United States as well as in Mexico, Guatemala, Honduras, Jamaica, and Germany, helping teachers and administrators design and implement effective instructional programs for low-performing readers.
Dr. Hasbrouck earned her B.A. and M.A. from the University of Oregon, her Ph.D. from Texas A&M University. Her research in areas of fluency, coaching and consultation, and second language learners has been published in numerous professional journals and books. She coauthored Differentiated Instruction: grouping for success. Dr. Hasbrouck is an active member of the International Reading Association, the Council for Exceptional Children, the National Association of School Psychologists, the Council for Learning Disabilities, and other professional organizations.
Dr. Vicki Gibson has been teaching students, training teachers, writing curricula, and directing instruction since 1975. She is the owner and director of Longmire Learning Center, Inc. (LLC), a private educational facility serving families with children ages 2-8 years. She is also co-owner of What Works With kids, a publishing company for instructional materials. Prior to opening LLC, Dr. Gibson owned two private pre-schools, taught and lectured for ten years at Texas A&M University, and spent ten years in public schools as a Kindergarten teacher, special education resource teacher, adaptive behavior specialist, and learning disability specialist. She received her B.S., M.S., and Ph.D. from Texas A&M University.
Dr. Gibson is a well-respected, national author, and speaker on early childhood curriculum design and methodology; classroom management; integrating and aligning assessment with instructional planning; and using effective instructional strategies for emerging and low-performing students. She provides consultation and conducts workshops for parent groups, child-care providers, teachers, supervisors and administrators. She authored We Can!, the comprehensive early childhood curriculum that was approved for the 2003 Pre-K adoption in Texas, which includes a classroom management video and a disciplinary program called Two Choice Discipline. She also authored a supplemental Language Arts program titled Letter Sounds & Strokes, and co-authored "Road to Reading, a Reading and Collaboration Training Program for Teachers of At-Risk Readers in Grades 3-8" and Differentiated Instruction: grouping for success.
Dr. Scott G. Paris is Vice President of Research within Educational Testing Service’s Research & Development Division. Previous to this job, he was formerly Professor and Head of the Centre for Research on Pedagogy and Practice at the National Institute of Education, Singapore. From 1979-2009, Paris was a member of the Department of Psychology and School of Education at the University of Michigan. He served as Chair of the Graduate Program in Psychology from 2001-2007. His research has focused on cognitive development, reading, assessment, metacognition, learning in museums, and self-regulated learning. He has published 12 books and written more than 130 book chapters and research articles. Paris received awards for Outstanding Undergraduate teaching in 1993, 1995, and 1997. In 2008, he received the Oscar Causey research award from the National Reading Conference, the Albert Harris research award from the International Reading Association (IRA); in 2009, he was elected to the IRA Reading Hall of Fame. Dr. Paris is a Fellow of the American Psychological Association, American Psychological Society, Society for Research in Child Development, and the American Educational Research Association. He has been a member of the editorial boards of 14 journals, and currently serves on the editorial boards of Educational Psychologist, Reading Research Quarterly, and Cognition and Instruction.
Diane August, Ph.D., is currently a Senior Research Scientist affiliated with the Center for Applied Linguistics located in Washington DC. She is the Principal Investigator for a large, federally funded study investigating the development of literacy in English-language learners, Co-Principal Investigator for a federally funded randomized evaluation of English immersion and transitional bilingual programs, and Co-Principal Investigator at the National Research and Development Center on English language Learners. She was Staff Director for the National Literacy Panel on Language Minority Children and Youth. She has been a Senior Program Officer at the National Academy of Sciences where she was study director for the Committee on Developing a Research Agenda on the Education of Limited English Proficient and Bilingual Students. Dr. August has worked as a teacher, school administrator, legislative assistant, Grants Officer for the Carnegie Corporation, and Director of Education for the Children’s Defense Fund. In 1981, she received her Ph.D. in education from Stanford University, and in 1982 completed a postdoctoral fellowship in psychology, also at Stanford. She has published widely in journals and books.
Dr. Donald Bear is director of the E. L. Cord Foundation Center for Learning and Literacy where he works with children who struggle with reading and writing. The center’s work includes assessments and tutoring programs and numerous outreach Reading Buddies tutoring programs.
Dr. Bear is a professor in the Department of Educational Specialties in the College of Education at the University of Nevada, Reno. He has also been a third and fourth grade classroom teacher. Donald has taught and conducts research in programs at all levels from preschools to family learning centers. Assessments that he has developed are widely used in statewide literacy programs. He conducts workshops and consults with school districts to develop their literacy programs.
Dr. Bear’s recent studies and writings examine the synchrony of literacy development, word study with English-language learners, upper level word knowledge, and the literacy learning of preschoolers. He is a co-author of several books, including Words Their Way and Words Their Way for English Learners. Dr. Bear has also been involved in a number of grants and innovative professional development programs, and is a sought-after speaker on literacy issues.
Dr. Janice Dole is Associate Professor of Reading Education at the University of Utah. After several years as an elementary and middle school teacher, Dr. Dole completed her M.A. and Ph.D. at the University of Colorado. Subsequently, she held positions at the University of Denver, the Center for the Study of Reading at the University of Illinois at Urbana-Champaign, and Michigan State University. Her current research interests include comprehension instruction, evaluating K-3 reading instruction in high-risk schools, and professional development for teachers working with at-risk children. Dr. Dole has written more than 50 scholarly publications of articles, books, chapters, test reviews, commentaries, monographs, and reports in professional journals including Reading Research Quarterly, Review of Educational Research, Elementary School Journal, Reading and Writing Quarterly, The Reading Teacher, and the Journal of Reading. She has been on the Reading Development Panel for the National Assessment of Educational Progress (NAEP) and has worked for the Research and Development section of the American Federation of Teachers. In addition, she has consulted and presented both nationally and internationally. Currently she is a co-principal investigator on Utah’s Reading First evaluation grant and has a subcontract with the Institute for Education Sciences (IES) through Mathematica to evaluate four reading comprehension interventions in ten school districts throughout the US.
David Francis, Ph.D., is a professor of quantitative methods in the Department of Psychology at the University of Houston. He is a Fellow of Division 5 (Measurement, Evaluation, and Statistics) of the American Psychology Association and current member of the National Institute of Child Health and Human Development (NICHD) Mental Retardation Research Subcommittee. He is also a recipient of the University of Houston Teaching Excellence Award and a former member of the National Institute of Health’s Behavioral Medicine Study Section.
Dr. Francis has collaborated in research on reading and reading disabilities, attention problems, developmental consequences of brain injuries and birth defects, and adolescent alcohol abuse. He has served as a consulting editor to six psychology journals. He is also a founding partner of FSD Data Services, Inc., a contract research services firm based in Houston, Texas. Dr. Francis holds a Ph.D. in clinical neuropsychology from the University of Houston.
Dr. Josefina Vilamil Tinajero is a nationally recognized authority, researcher, and speaker in the field of elementary bilingual education. She is current president of the National Association of Bilingual Educators and the past president of the Texas Council of Reading and the Bilingual Child, a research team member for the Language Minority Program, and the editor and author of many texts on literacy and biliteracy. She directs nationally acclaimed outreach projects that address minority population issues, and several programs sponsored by the U.S. Office of Education. She has special interest in the fields of literacy and biliteracy, language development standards, integrated language arts instruction, teacher preparation reform, and the links between home, school, and community.
Dr. Tinajero earned her B.S. in elementary education/reading and her M.Ed. in supervision and administration at University of Texas at El Paso, where she is now Dean of Education. She then completed her Ed.D. in curriculum and instruction with a bilingual education specialty at Texas A&M/Kingsville. She is a consultant to school districts and universities throughout the U.S. and has been a keynote speaker and presenter at numerous international, national, and regional conferences. She has received numerous awards for teaching excellence and outstanding service.
Kathy Bumgardner is the creator of THINK CLOUDS and other tried-and-true interactive and collaborative literacy tools in her LITERACY TOOL KIT. These are valuable resources that can be learned about today and used immediately to support successful differentiated READING and WRITING classroom instruction. A veteran educator, with more than 30+ years, Kathy Bumgardner is a passionate presenter who combines research-based interactive instructional best practices and positive humor at every opportunity. With a teaching career spanning a variety of grade levels, diverse classrooms, and literacy positions in North Carolina Schools, Kathy fully understands the value of sharing real-world teaching strategies that worked for her in her own classrooms, and the overwhelming challenges that teachers and educators face on a daily basis.
Kathy strives to bring successful research-based practices, as well as her own classroom experiences, into her presentations to promote and support high-quality teaching. Her philosophy for effective and relevant professional development is founded upon the reality that if participants can be interactively engaged and involved in professional development, and also have an opportunity to add in a “Make It and Take It” session, then they will be able to adapt and better sustain valuable strategies that they learn. She constantly strives to both share valuable strategies and spark laughter and motivation in all of her sessions. Truly, there is rarely a dull moment in Kathy’s sessions.
Kathy currently is the founder and lead literacy consultant and school improvement coach with Strategies Unlimited, Inc., with many documented successful results in individual schools and districts across the country. In this role, she directly coaches and works with schools, teachers, students, and administrators in collaborative efforts to consistently raise quality cognitive opportunities for students in, and in setting goals for, raising student achievement.
Jay McTighe brings a wealth of experience developed during a rich and varied career in education. He served as director of the Maryland Assessment Consortium, a state collaboration of school districts working together to develop and share formative performance assessments. Prior to this position, Jay was involved with school improvement projects at the Maryland State Department of Education where he helped lead Maryland’s standards-based reforms, including the development of performance-based, statewide assessments. He also directed the development of the Instructional Framework, a multimedia database on teaching. Well known for his work with thinking skills, Jay has coordinated statewide efforts to develop instructional strategies, curriculum models, and assessment procedures for improving the quality of student thinking. In addition to his work at the state level, Jay has experience at the district level in Prince George’s County, Maryland, as a classroom teacher, resource specialist, and program coordinator. He also directed a state residential enrichment program for gifted and talented students.
An accomplished author, Jay has co-authored 12 books, including the best-selling Understanding by Design® series with Grant Wiggins. He has written more than 30 articles and book chapters, and has published in leading journals, including Educational Leadership (ASCD) and The Developer (National Staff Development Council).
With an extensive background in professional development, Jay is a regular speaker at national, state, and district conferences and workshops. He has made presentations in 47 states within the United States, in 7 Canadian provinces, and internationally in 23 countries on six continents.
Jay received his undergraduate degree from the College of William and Mary, earned a Master’s degree from the University of Maryland, and completed postgraduate studies at Johns Hopkins University. He was selected to participate in the Educational Policy Fellowship Program through the Institute for Educational Leadership in Washington, D.C., and served as a member of the National Assessment Forum, a coalition of education and civil rights organizations advocating reforms in national, state, and local assessment policies and practices.
Author of articles on multicultural literature, struggling readers, and reading instruction in urban schools. Doris Walker-Dalhouse is an educational consultant, researcher, and professor at Marquette University. She earned her B.A. from Kentucky State University and achieved both her masters and Ph.D. in Reading Education from The Ohio State University. Her main areas of research are vested in the cognitive process of writing, literature-based reading, the socio-cultural aspects of literacy as well as teachers’ attitudes toward diversity. In addition to her numerous publications, Doris Walker-Dalhouse has been the recipient of a myriad of awards exemplifying her continuing efforts in education. She was an active board member in the International Reading Association, was President for both the Minnesota Reading Association and Red River Reading Association, and is presently an affiliate of the National Reading Conference, as well as many other professional and academic organizations.
Dinah Zike is known for designing hands-on manipulatives that are used nationally and internationally by teachers, parents, and educational publishing companies. She is a frequent keynote speaker and continuing education consultant and presents to more than 50,000 teachers and parents every year. Most recently, Dinah was awarded the Council for Elementary Science International’s Advocate Award. Then, in 2011, she was the dual award winner of Teachers’ Choice Awards for titles, Dinah Zike’s Foldables®, Notebook Foldables®, and VKVs for Spelling & Vocabulary; and Dinah Zike’s Notebook Foldables® for Spirals, Binders, & Composition Books.
Margaret spent 30 years in the Houston Independent School District as a teacher, principal, and Director of Reading/Humanities and coordinated the Houston Reading Initiative under the leadership of Dr. Rod Paige, former Secretary of Education. She founded Kilgo Consulting, Inc. in 1996 after retirement from Houston ISD.
Margaret conducts and applies unique educational research on national and state curriculum standards in English Language Arts Reading, Writing, Mathematics, Science, and Social Studies, K-12, to improve student achievement and curriculum programs in school districts throughout Texas and the United States.
The Kilgo research and workshops focus on teaching and assessing higher-level thinking and logical reasoning in alignment with state and national standards and the newly adopted Common Core State Standards so each student can reach his or her full potential in academics, standardized assessments, readiness for college, and in life.
Member of the Melinda and Bill Gates Foundation-Funded 5-Member Think Tank led by Student Achievement Partners in New York City for development of new national 2010 Common Core State Standards (CCSS) in Reading and Writing, 2008-2010, Adopted by Governors from 48 states and released nationally March 11, 2010; Copyrighted reading comprehension models for thinking skills invented by Margaret Kilgo are now embedded in the Common Core State Standards.
Awarded more than 70 Federal ID copyrights for the intellectual property rights for innovative instructional models and strategies based on the identification of specific higher-level thinking skills embedded in national and state curriculum standards and assessed on national and state standardized assessments; Provided workshops and training seminars for teachers and administrators in more than 700 school districts and 2,000 campuses in the past 11 years.