Unraveling Reading Comprehension ― Behavioral, Neurobiological, and Genetic Components

Dr. Grigorenko is an Associate Professor at Yale University.

Dr. Hoeft is Instructor of Psychiatry, Associate Director of CIBSR at Stanford University School of Medicine.

Peggy McCardle, Ph.D., M.P.H., Chief, Child Development and Behavior Branch, Eunice Kennedy Shriver National Institute of Child Health and Human Development, National Institutes of Health, 6100 Executive Boulevard, Suite 4B05, Rockville, MD 20852-7510. Dr. McCardle has been a classroom teacher and has served as faculty at various universities and as a speech-language pathologist in hospitals and medical centers.

In addition to her duties as Branch Chief, she directs the Language, Bilingualism and Biliteracy Program and developed various branch programs in literacy. She is a co-editor of several volumes and has served as guest editor of thematic journal issues on reading, bilingualism, and English language learner research. She is committed to the importance of ongoing research on child health, development, and learning and to ensuring that important research results are shared with the practice community so that they can improve the lives of children.

Senior Research Scientist, Haskins Laboratories, 270 Crown Street, New Haven, CT 06511. Dr. Mencl is an experimental psychologist whose background includes work in auditory perception, cognition, and neural network modeling. His current research applies functional neuroimaging techniques to investigate brain function.

Dr. Miller is Program Director of the Reading, Writing, and Related Learning Disabilities Program at the Eunice Kennedy Shriver National Institute for Child Health and Human Development. Dr. Miller previously held the position of Associate Research Scientist at the Institute of Education Sciences, U.S. Department of Education, where he oversaw programs in adult literacy and math and science learning.

Associate Dean for Research and Graduate Studies & Regents and Professor of Psychology, Georgia State University, Post Office Box 4038, Atlanta, GA 30302-4038. Dr. Morris has focused his scholarly and clinical work on the biological and environmental causes of reading problems, reading disabilities, dyslexia, and other learning, attentional, and developmental problems in children and adults with a variety of disorders.

Research Scientist, Yale School of Medicine; Senior Scientist, Haskins Laboratories, 270 Crown Street, New Haven, CT 06511. Dr. Pugha€?s primary research interests are in the areas of cognitive neuroscience and psycholinguistics. His research program examines the neurobiology of language development with a particular emphasis on reading and reading disability and employs combined behavioral and functional neuroimaging techniques. He also directs the National Institutes of Healtha€“funded Yale Reading Study.

Sharon Vaughn, Ph.D. is the H.E. Hartfelder/Southland Corporation Regent's Chair at The University of Texas. She is Director of the Texas Center for Reading and Language Arts and Editor-in-Chief of the Journal of Learning Disabilities. She has written numerous book and research essays about issues related to students with learning disabilities and their difficulties, with particular focus on interventions that improve reading and social outcomes.