Program Authors
Professor of Education Arizona State University
Dr. David Moore taught high school social studies and reading in Arizona public schools before entering college teaching. He currently teaches secondary school teacher preparation courses in adolescent literacy. He co-chaired the International Reading Association’s Commission on Adolescent Literacy and is actively involved with several professional associations. His twenty-five year publication record balances research reports, professional articles, book chapters, and books. Noteworthy publications include the International Reading Association position statement on adolescent literacy and the Handbook of Reading Research chapter on secondary school reading. Recent books include Developing Readers and Writers in the Content Areas (5th ed.), Teaching Adolescents Who Struggle with Reading (2nd ed.), and Principled Practices for Adolescent Literacy.
Associate Professor and Director of UIC Reading Clinic University of Illinois at Chicago
Dr. Alfred Tatum began his career as an eighth-grade teacher, later becoming a reading specialist and discovering the power of texts to reshape the life outcomes of struggling readers. His current research focuses on the literacy development of African American adolescent males, and he provides teacher professional development to urban middle and high schools. He serves on the National Advisory Reading Committee of the National Assessment of Educational Progress (NAEP) and is active in a number of literacy organizations. In addition to his book Teaching Reading to Black Adolescent Males: Closing the Achievement Gap, he has published in journals such as Reading Research Quarterly, The Reading Teacher, Journal of Adolescent & Adult Literacy, Educational Leadership, Journal of College Reading and Learning, and Principal Leadership.
Senior Research Associate Center for Applied Linguistics
Dr. Deborah Short is a co-developer of the research-validated SIOP Model for sheltered instruction. She has directed quasi-experimental and experimental studies on English language learners funded by the Carnegie Corporation of New York, the Rockefeller Foundation, and the U.S. Dept. of Education. She recently chaired an expert panel on adolescent ELL literacy and coauthored a policy report: Double the Work: Challenges and Solutions to Acquiring Language and Academic Literacy for Adolescent English Language Learners. She has also conducted extensive research on secondary level newcomer programs. Her research articles have appeared in the TESOL Quarterly, the Journal of Educational Research, Educational Leadership, Education and Urban Society, TESOL Journal, Social Education, and Journal of Research in Education.
Associate Dean, Professor, College of Education University of Texas at El Paso
Dr. Josefina Villamil Tinajero specializes in staff development and school-university partnership programs, and consulted with school districts in the U.S. to design ESL, bilingual, literacy, and biliteracy programs. She has served on state and national advisory committees for standards development, including English as a New Language Advisory Panel of the National Board of Professional Teaching Standards. She is currently Professor of Education and Associate Dean at the University of Texas at El Paso, and was President of the National Association for Bilingual Education, 1997–2000.