Schools, IL), Jimmy England (Church Tutoring Program, TN), Ethelyn Hamilton-Frezel (New Orleans Public Schools, LA), Scott Hirose (Queens Child Guidance Center, NY), Marilyn Hosea (Head Start, CA), Emelie Parker (Fairfax County Public Schools, VA), Jennifer Schindler (Modesto Public Schools, CA), Daniel Shapiro (Pediatrician, MD), and Grover Whitehurst (Stony Brook Reading and Language, NY).
This book has been reviewed by individuals chosen for their diverse perspectives and technical expertise, in accordance with procedures approved by the National Research Council’s Report Review Committee. The purpose of this independent review is to provide candid and critical comments that will assist the authors and the National Research Council in making the published book as sound as possible and to ensure that the book meets institutional standards for objectivity, evidence, and responsiveness to the study charge.
We also wish to thank the following individuals for their participation in the official review of this book: Carol Copple (National Association for the Education of Young Children, Washington, D.C.), Margaret Heritage (Seeds University Elementary School, University of California at Los Angeles), Peggy Kaye (education consultant, New York, New York), Frederick Mosher (Carnegie Corporation, New York, New York), P. David Pearson (College of Education, Michigan State University), Richard Wagner (Department of Psychology, Florida State University). While the individuals listed above have provided many constructive comments and suggestions, responsibility for the final content of this book rests solely with the authoring committee and the National Research Council.
Throughout the research, conceptualization, and writing phases of this work, our coeditor, Peg Griffin, was an invaluable colleague—a strong-minded collaborator, a tireless writer, and a reliably good-natured colleague. Laura Schenone provided the foundation for the book, taking the information from our main report and developing text and formats to make the document interesting to a wide audience. Three committee members, Marilyn Adams, Hollis Scarborough, and Elizabeth Sulzby, provided extra assistance with this book; the final product was enhanced greatly by their attention, as well as from the editorial attention of Christine McShane. Alexandra Wigdor, director of the Division on Education, Labor, and Human Performance, provided guidance and support throughout the project. Sharon Vandivere ably assisted the committee in their work. At the National Academy Press, many have collaborated to turn the committee’s work into a visual reality. We are especially grateful to Francesca Moghari for her graphic design, which has added both beauty and meaning to the original manuscript. Thanks also to Sally Stanfield for keeping the project on track and to Sally Groom for illustrating the reading pillar with such charm. The committee extends its sincere thanks and appreciation to all those who assisted us in our work.
Catherine Snow, Chair
Susan Burns, Study Director
Committee on the Prevention of Reading Difficulties in Young Children