course Processes and Handbook of Metacognition in Education). He and his colleagues have designed, developed, and tested software in learning, language, and discourse technologies, including AutoTutor, Auto-Tutor-Lite, MetaTutor, GuruTutor, HURA Advisor, SEEK Web Tutor, Operation ARIES!, Coh-Metrix, Question Understanding Aid (QUAID), QUEST, and Point & Query. He has a Ph.D. in psychology from the University of California, San Diego.

Steve Graham is the Currey-Ingram professor of special education and literacy at Vanderbilt Peabody College. His research interests include learning disabilities, writing instruction and writing development, and the development of self-regulation. He is the past editor of Exceptional Children and Contemporary Educational Psychology. He is the coauthor of the Handbook of Writing Research, Handbook of Learning Disabilities, Writing Better, and Making the Writing Process Work. He is also the lead author of an Institute of Education Sciences’s practice guide (under development) on effective writing for students in the elementary grades. In 2001, he was elected a fellow of the International Academy for Research in Learning Disabilities. He is the recipient of career research awards from the Council for Exceptional Children and Special Education Research Interest Group in the American Educational Research Association. He has an an Ed.D. in special education from the University of Kansas.

Noel Gregg is distinguished research professor at the University of Georgia. She is a faculty member in the Department of Psychology and the Department of Communication Sciences and Special Education, as well as the director of the Regents’ Center for Learning Disorders. Her areas of specialization include adolescents and adults with learning disabilities and attention deficit/hyperactivity disorder (AD/HD), accommodations, alternative media, assessment, written language disorders, and test validity. She has been a national expert witness for several key legal cases pertaining to accommodating adults with learning disabilities and AD/HD on high-stakes tests. She has published four books, including Assessing and Accommodating the Adolescent and Adult Populations with Learning Disabilities and AD/HD, as well as numerous scientific articles and book chapters. She has a Ph.D. in communication disorders from Northwestern University.

Joyce L. Harris is associate professor in the Communication Sciences and Disorders Department at the University of Texas at Austin and director of the Language and Cognitive Aging Laboratory. Her current research involves the study of text comprehension in aging, particularly the comprehension of text-based health information. Harris teaches courses in acquired neurogenic language disorders in adults and the sociocultural

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