About the Author

Louisa Cook Moats, Ed.D., has published many book chapters, journal articles, and policy papers on reading instruction. Formerly Project Director at the District of Columbia Public Schools site of the National Institute of Child Health and Human Development (NICHD) Early Interventions Project, Dr. Moats is now an independent consultant and writer who specializes in the professional development of teachers of reading and writing. Dr. Moats spent the 1996-1997 school year as a visiting scholar at the Sacramento County Office of Education, where she authored and presented leadership training materials on early reading for the California State Board of Education. These materials are now required content in all of the professional development programs conducted under Assembly Bill 1086 in California. Dr. Moats received her Bachelor of Arts degree from Wellesley College, her Master of Arts degree from Peabody College of Vanderbilt University, and her doctorate of education in reading and human development from the Harvard Graduate School of Education. She worked as a teacher, neuropsychology technician, and specialist in learning disorders prior to her doctoral training. She was a licensed psychologist in private practice for 15 years in Vermont and a graduate instructor both at Harvard and at St. Michael's College in Winooski, Vermont, where she developed innovative courses for teachers linking the disciplines of linguistics and reading education. Specializing in reading development, reading disorders, spelling, and written language, she has written and lectured widely throughout the United States and abroad. She has taught courses in teacher education at the Greenwood Institute in Putney, Vermont, and at Simmons College in Boston. Her publications include this text's companion workbook, Speech to Print Workbook: Language Exercises for Teachers (Paul H. Brookes Publishing Co., 2003); journal articles; book chapters; a classroom basal spelling program; a book titled Spelling: Development, Disability, and Instruction (York Press, 1995); and a book for parents, co-authored with Susan L. Hall, Straight Talk About Reading: How Parents Can Make a Difference in the Early Years (Contemporary Books, 1999).

Bruce L. Rosow, Ed.D., completed his doctoral studies in educational psychology at American International College. He began his career teaching fourth- and fifth-grade students for 12 years at Guilford Central School in Southern Vermont. He then spent 4 more years at Guilford working with intermediate and middle school students teaching word study and remedial math. During this time, Dr. Rosow worked with Dr. Louisa Moats to design word study lessons for his diverse students based on the principles of structured language instruction. The result was Spellography (with Louisa Cook Moats; Sopris West, 2003), a word study curriculum for intermediate and middle school students. Dr. Rosow has also been involved in writing the morphology strand for the Language! curriculum (Sopris West). He is currently the academic dean at the Greenwood School, a residential school for intermediate and middle school boys with language-based learning differences. Dr. Rosow also teaches courses at Simmons College in the Language and Literacy Program using Speech to Print: Language Essentials for Teachers, Second Edition (Paul H. Brookes Publishing Co., 2010), as the primary text.

Reviews

Includes all a teacher needs to know about the English language in order to teach reading and writing . . . a must-read for all teachers. --Marcia K. Henry