Richard Anderson graduated from Harvard with an EDD in Educational Psychology in 1960.
Anderson, Richard C., et al. “Growth in Reading and How Children Spend Their Time Outside of School.” Reading Research Quarterly, vol. 23, no. 3, 1988, pp. 285–303. JSTOR. Retrieved from https://www.jstor.org/stable/748043.
Linnea C. Ehri earned her Ph.D. in educational psychology from the University of California, Berkeley, in 1970.
Ehri, Linnea C. "Learning to read words: Theory, findings, and issues." Scientific Studies of reading, vol. 9, no. 2, 2005, pp. 167-188. Retrieved from https://doi.org/10.1207/s1532799xssr0902_4.
Christina Hartmann was born profoundly deaf. She learned to read before receiving cochlear implants at age 6
Hartmann, Christina. “How are deaf people taught to read?” Quora, 2013. Retrieved from http://qr.ae/TU1J5D.
The Committee on the Prevention of Reading Difficulties in Young Children consisted of Catherine E. Snow, M. Susan Burns, and Peg Griffin (pg
National Research Council, 1998. Preventing Reading Difficulties in Young Children. 1998. Retrieved from https://files.eric.ed.gov/fulltext/ED416465.pdf.
Kate Nation is a Professor in Experimental Psychology. Her interests include children's language and literacy development.
Nation, Kate. “Nurturing a Lexical Legacy: Reading Experience Is Critical for the Development of Word Reading Skill.” Npj Science of Learning, vol. 2, no. 1, 2017. Retrieved from https://doi.org/10.1038/s41539-017-0004-7.
Elsje van Bergen is an Assistant Professor at the Vrije Universiteit Amsterdam. She studies children’s cognitive development and the nature and causes of learning disorders like dyslexia.
van Bergen, Elsje, et al. “Why Do Children Read More? The Influence of Reading Ability on Voluntary Reading Practices.” Journal of Child Psychology and Psychiatry, Oct. 2018. Retrieved from https://doi.org/10.1111/jcpp.12910.