Lisa A. Scherff, Florida State University

Theory and Practice for Engagement and its Consequences - Gay Ivey, James Madison University; Peter H. Johnston, University at Albany - SUNY

Social Imagination in Wordless Book Reading - Judith T. Lysaker, Purdue University

Reading Rights: Literacy and Equity in the Contested Spaces of Core Reading Programs - Helen Maniates, University of San Francisco; Jabari Mahiri, University of California - Berkeley

Developing Three Formats for Assessing Online Reading Comprehension: The ORCA (Online Reading Comprehension Assessment) Project Year 3 - Donald J. Leu, University of Connecticut; Julie Coiro, University of Rhode Island; Jonna M. Kulikowich, The Pennsylvania State University; Nell Sedransk, National Institute of Statistical Sciences; Heidi Everett-Cacopardo, University of Connecticut; Greg McVerry, Southern Connecticut State University; W. Ian O'Byrne, University of New Haven; Michael Hillinger, Lexicon Systems LLC; Lisa Zawilinski, University of Hartford; Clint Kennedy, University of Connecticut; Elena E. Forzani, University of Connecticut

Learning From the Teachers: Independent Reading in Real Classrooms - Sherry Lynn Sanden, Illinois State University

Chauncey Monte-Sano, University of Michigan - Ann Arbor

An Exploration of Flow Experiences in Secondary Education for Optimal Learning: Facilitators and Inhibitors - Linda Hauser, California State University - Fresno; Christine Marie Montanez, California State University - Fresno

Understanding the Influence of Professional Development on History Teachers’ Pedagogical Content Knowledge - Leanne Kallemeyn, Loyola University Chicago; Daniela Marie Schiazza, Loyola University Chicago; Ann Marie Ryan, Loyola University Chicago; Crystal Johnson, Chicago Metro History Education Center; Julie Peters, University of Illinois at Chicago

From the Teacher Workshop to Actual Classrooms With Students: What Happens When Secondary Social Studies Teachers in Singapore Redesign Curriculum, Teaching, and Learning Through Inquiry and New Literacies - James S. Damico, Indiana University; Mark C. Baildon, National Institute of Education - Nanyang Technological University