Lori Helman is an associate professor in the Department of Curriculum and Instruction at the University of Minnesota, Twin Cities. Her research focuses on the reading and spelling development of students learning English as a new language. Lori was a bilingual teacher, a district literacy coordinator, and a new teacher leader in her region before coming to higher education. She teaches classes in reading development for diverse students, effective instruction for students with reading difficulties, and leadership skills for reading specialists. Donald R. Bear is director of the E. L. Cord Foundation Center for Learning and Literacy in the Department of Educational Specialties, College of Education at the University of Nevada, Reno, where he and his students teach and assess students who experience difficulties learning to read and write. A former elementary teacher, Donald currently researches literacy development with a special interest in students who speak different languages and he partners with schools and districts to think about how to assess and conduct literacy instruction. Shane Templeton is Foundation Professor of Literacy Studies in the Department of Educational Specialties at the University of Nevada, Reno. A former classroom teacher at the primary and secondary levels, he has focused his research on the development of orthographic and vocabulary knowledge. He has written several books on the teaching and learning of reading and language arts and is a member of the Usage Panel of the American Heritage Dictionary. Marcia Invernizzi is director of the McGuffey Reading Center in the Curry School of Education at the University of Virginia. She and her multilingual doctoral students enjoy exploring developmental universals in non-English orthographies. A former English and reading teacher, Marcia extends her experience working with children who experience difficulties learning to read and write in numerous intervention programs, such as Virginia's Early Intervention Reading Initiative and Book Buddies. Francine Johnston is an associate professor in the School of Education at the University of North Carolina at Greensboro, where she coordinates the reading masters program and directs a reading clinic for struggling readers. Francine is a former first grade teacher and reading specialist, and she continues to work with schools as a consultant and researcher. Her research interests include current spelling practices and materials as well as the relationship between spelling and reading achievement.