current research centers on how children learn about the language of mental events—verbs such as think, know, believe, want, intend—on how deaf children develop a representation of other minds, and how children acquire African American English. She serves as a consultant for Laureate Learning Systems, COST (a European Foundation project), and has authored a test (DELV) for Pearson, Inc.
Fred Genesee is a professor in the Psychology Department at McGill University. He has served as a board member and president of Teachers of English to Speakers of Other Languages, Inc., and as a consultant on second and foreign languages and bilingual education around the world, including in Estonia, Germany, Hong Kong, Italy, Japan, Latvia, Russia, and Spain. His current research interests include language acquisition in preschool bilingual children and cross-language adopted children and in the language and academic development of at-risk students in bilingual programs.
Claude Goldenberg is a professor of education at Stanford University. Previously, he was executive director of the Center for Language Minority Education and Research in the College of Education at California State University at Long Beach. He has taught junior high school in San Antonio, Texas, and first grade in a bilingual elementary school in Los Angeles. His research focuses on literacy development and academic achievement among Latino children, home-school connections, and processes and dynamics of school change. He is coauthor, with Rhoda Coleman, of Promoting Academic Achievement Among English Learners: A Guide to the Research (2010, Corwin).
William Labov is a professor of linguistics and psychology and the director of the linguistics laboratory at the University of Pennsylvania. His research interests within sociolinguistics include the development of African American vernacular English, the effects of dialect differences on reading success, and the causes of increasing diversity among American dialects. He is a senior author of the remedial language arts program PORTALS, which is designed for struggling readers who are speakers of African American vernacular English. He is a member of the National Academy of Sciences and a fellow of the American Association for the Advancement of Science.
Lynne Vernon-Feagans is William C. Friday distinguished professor of early childhood intervention and literacy and professor of psychology at the University of North Carolina, Chapel Hill. She has a long-standing interest in young children at risk for school failure, particular interest in