Herausgegeben von: Richard T. Boon

Richard T. Boon, Ph. D. ,. is an associate professor in the Department of Communication Sciences & Special Education at The University of Georgia. His research interests include cognitive strategy instruction, inclusion, and technology-based applications for students with mild to moderate disabilities. He has written more than 50 publications, including peer-reviewed journal articles, book chapters, and conference proceedings. In addition, he has made more than 100 presentations at local, state, regional, national, and international conferences. In recognition of his accomplishments in research and teaching, Dr. Boon has received the Outstanding Teaching Award and was selected as a recipient of the Lilly Teaching Fellowship Award for 2006-2008, from the College of Education, both recognizing excellence in teaching and research, and more recently, was the recipient of the Sarah H. Moss Fellowship for 2008-2009 to serve as a Visiting Scholar at the University of Toronto. Vicky G. Spencer, Ph. D. , is an associate professor in the Division of Special Education and disability Research at George Mason University in Fairfax, Virginia. She also coordinates the Applied Behavior Analysis and the Autism certificate programs. Her research interests include cognitive strategy instruction, international issues in special education, inclusion, and autism. She has authored or edited numerous research articles and published four books that address differentiated instruction and teaching in the inclusive classroom. Dr. Spencer is a Fulbright scholar and works internationally to improve the identification and education for children with disabilities. Sheila R. Alber-Morgan, Ph. D. ,. Associate Professor of Special Education, The Ohio State University, A356 PAES Building 305 W. 17th Ave. Columbus, OH 43210. Dr. Alber-Morganâ (TM)s research focuses on multitiered reading and writing interventions in inclusive classrooms and programming for generalized outcomes. Ana Taboada Barber, Ph. D. ,. Associate Professor, George Mason University, 4400 University Boulevard, Fairfax, VA 22030. Dr. Taboada Barber's research focuses on the examination of classroom contexts that support reading engagement for monolingual and second language learners. She is specifically interested in the psychology of literacy from a cognitive and motivational perspective. In the past, she worked on the development of the modeling of reading engagement as it applies to all learners (e. g. , native-speakers of English and second language learners) in the late elementary grades. She is currently working on the development of frameworks within the engagement model as they apply to second language learners. Her research has been published in the Journal of Educational Psychology, Reading and Writing: An Interdisciplinary Journal, Journal of Literacy Research, Journal of Experimental Education, Instructional Science, Journal of Educational Research, and Lectura y Vida: Latin American Journal of the International Reading Association. She obtained her bachelor's degree in school psychology in Buenos Aires, Argentina, a master's degree in educational psychology at Temple University, and her doctoral degree from the University of Maryland. She was also a classroom teacher in bilingual schools in Buenos Aires before coming to the United States as a Fulbright scholar. Alison G. Boardman, Ph. D. ,. Assistant Research Professor, University of Colorado Boulder, School of Education, 247 UCB, Boulder, CO 80309. Dr. Boardman is an assistant research professor at the University of Colorado at Boulder. Currently, she is the co-principal investigator of a U. S. Department of Education-funded grant to study the schoolwide use of Collaborative Strategic Reading in urban middle schools. A former elementary and middle school special educator, she has extensive experience providing professional development to teachers to successfully teach comprehension strategies in their classrooms. Randall Boone, Ph. D. ,. Professor, University of Nevada, Las Vegas, College of Education, Department of Teaching and Learning, 4505 Maryland Parkway, Las Vegas, NV 89154-3005. Dr. Boone is a professor of educational technology at the University of Nevada, Las Vegas. His research interests involve digital text, instructional design, and evaluating software for students with disabilities. He served as co-editor of the Journal of Special Education Technology. for 6 years and currently co-edits Intervention in School and Clinic. Michelle M. Buehl, Ph. D. ,. Associate Professor, George Mason University, 4400 University Drive, MSN 6D2, Fairfax, VA 22030. Dr. Buehl is an associate professor at George Mason University and affi liated with the Educational Psychology program in the College of Education and Human Development. Her research focuses on the role of student and teacher beliefs in relation to learning and motivation. Stephen Ciullo, Ph. D. ,. Dr. Ciullo is an associate professor of special education at