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Lea M. McGee, a professor emeritus of early literacy at Ohio State University, was the Marie Clay Chair of Reading Recovery and Early Literacy. Her research interests include alphabet learning, the role of fingerpoint reading in making the transition from emergent to conventional reading, and young children's responses to literature.
McGee was born on August 1, 1949, in Columbus, Ohio. She received her B.S. degree from Miami University in 1971 graduating summa cum laude. Later, McGee received her M.S. degree from Old Dominion University and her Ed. D. degree from Virginia Tech in 1980. She has taught at Louisiana State University, Boston College, the University of Alabama, and Ohio State University.
She teaches graduate courses in foundations of language and literacy development, Reading Recovery theory and practice, and emergent literacy research. Currently McGee is teaching the following courses at Ohio State University: Understanding the Reading Process, Reading Recovery, Understanding Reading Difficulties, and Research in Emergent Literacy. In addition to her work at Ohio State University, McGee frequently travels around the U.S. to provide professional development and personally work with teachers in their classrooms.
McGee was the President of the National Reading Conference in 2004. She also received the Albert J. Kingston Award for Distinguished Service at the National Reading Conference in 2000. While teaching at the University of Alabama, McGee received the Research Impact Award at the College of Education in 2006. McGee obtained two grants from the U.S. Department of Education. She was the principal investigator of the Early Reading First Grant, a two million-dollar grant that aids under-privileged children in high poverty areas. In 1994 McGee also received the Elva Knight Research Grant, an International Reading Association, for First Grader’s Response to Literature.
She is the author of the following books: Transforming Literacy Practices in Preschools, Designing Early Literacy Programs and Literacy’s Beginnings (co-authored with Donald J. Richgels), Teaching Reading with Literature (co-authored with Gail E. Tompkins), Teaching Literacy in Kindergarten (co-authored with Mandel Morrow. She has also published numerous articles and book chapters in publications including The Reading Teacher, Language Arts, and Reading Research Quarterly.
Whole language is a philosophy of reading and a discredited educational method originally developed for teaching literacy in English to young children. The method became a major model for education in the United States, Canada, New Zealand, and Great Britain in the 1980s and 1990s, despite there being no scientific support for the method's effectiveness. It is based on the premise that learning to read English comes naturally to humans, especially young children, in the same way that learning to speak develops naturally.
Computer-assisted language learning (CALL), British, or Computer-Aided Instruction (CAI)/Computer-Aided Language Instruction (CALI), American, is briefly defined in a seminal work by Levy as "the search for and study of applications of the computer in language teaching and learning". CALL embraces a wide range of information and communications technology applications and approaches to teaching and learning foreign languages, from the "traditional" drill-and-practice programs that characterised CALL in the 1960s and 1970s to more recent manifestations of CALL, e.g. as used in a virtual learning environment and Web-based distance learning. It also extends to the use of corpora and concordancers, interactive whiteboards, computer-mediated communication (CMC), language learning in virtual worlds, and mobile-assisted language learning (MALL).
Reading Recovery is a short-term intervention approach designed for English speaking children aged five or six, who are the lowest achieving in literacy after their first year of school. For instance, a child who is unable to read the simplest of books or write their own name, after a year in school, would be appropriate for a referral to a Reading Recovery program. The intervention involves intensive one-to-one lessons for 30 minutes a day with a teacher trained in the Reading Recovery method, for between 12 and 20 weeks.
German studies is the field of humanities that researches, documents and disseminates German language and literature in both its historic and present forms. Academic departments of German studies often include classes on German culture, German history, and German politics in addition to the language and literature component. Common German names for the field are Germanistik, Deutsche Philologie, and Deutsche Sprachwissenschaft und Literaturwissenschaft. In English, the terms Germanistics or Germanics are sometimes used, but the subject is more often referred to as German studies, German language and literature, or German philology.
May Hill Arbuthnot was an American educator, editor, writer, and critic who devoted her career to the awareness and importance of children's literature. Her efforts expanded and enriched the selection of books for children, libraries, and children's librarians alike. She was selected for American Libraries article “100 Most Important Leaders we had for the 20th Century”.
Dame Marie Mildred Clay was a researcher from New Zealand known for her work in educational literacy. She was committed to the idea that children who struggle to learn to read and write can be helped with early intervention. A clinical psychologist, she developed the Reading Recovery intervention, a whole language programme in New Zealand, and expanded it worldwide.
Peter Rutkoff is a retired academic who was a Professor of American Studies at Kenyon College and director of the Kenyon Academic Partnership.
Allan Luke is an educator, researcher, and theorist studying literacy, multiliteracies, applied linguistics, and educational sociology and policy. Luke has written or edited 17 books and more than 250 articles and book chapters. Luke, with Peter Freebody, originated the Four Resources Model of literacy in the 1990s. Part of the New London Group, he was coauthor of the "Pedagogy of Multiliteracies: Designing Social Futures" published in the Harvard Educational Review (1996). He is Emeritus Professor at Queensland University of Technology in Brisbane, Australia and adjunct professor at Werklund School of Education, University of Calgary, Canada.
Pamela Denise McGee is an American former professional women's basketball player, Olympic gold medalist, and Women's Basketball Hall of Fame inductee. She is the mother of NBA player JaVale McGee and WNBL player Imani McGee-Stafford.
Kate Daniels is an American poet.
Yvette McGee Brown became the first African-American female justice on the Ohio Supreme Court when she took office on January 1, 2011. She was the founding president of the Center for Child and Family Advocacy at Nationwide Children's Hospital, and was a judge of the Franklin County Court of Common Pleas for nine years.
Marcia Invernizzi is an American professor, author, and researcher in the field of Reading Education. At the University of Virginia Curry School of Education, she teaches reading education. As founder of the Book Buddies program, she is known as a leader in early literacy intervention.
Emergent literacy is a term that is used to explain a child's knowledge of reading and writing skills before they learn how to read and write words. It signals a belief that, in literate society, young children—even one- and two-year-olds—are in the process of becoming literate. Through the support of parents, caregivers, and educators, a child can successfully progress from emergent to conventional reading.
Douglas K. Hartman is an American scholar in the field of education. He is a professor of technology & human learning in the College of Education at Michigan State University. He has a joint appointment in the Departments of Educational Psychology & Educational Technology and Teacher Education. His research focuses on the use of digital technologies for human learning in a number of domains.
Oliver George McGee III was an American analyst, strategist, professor of engineering, and author in the United States. He wrote about his switch from being a Democrat to a Republican and about being a Republican in the "age of Obama" in his book Jumping the Aisle. He provided public advocacy on capital, technology, and U.S. competitiveness strategies for several political campaigns including Hillary for President 2008, McCain-Palin 2008, Romney-Ryan 2012, and Trump-Pence 2016 campaigns.
Patricia A. Edwards, a member of the Reading Hall of Fame, is a Distinguished Professor of Language and Literacy in the Department of Teacher Education and a Senior University Outreach Fellow at Michigan State University. She is a nationally and internationally recognized expert in parent involvement, home-school-community partnerships, and multicultural, early, and family/intergenerational literacy with a focus on poor and minority children. She served on the International Literacy Association Board of Directors from 1998–2001, as the first African American President of the Literacy Research Association from 2006–2007, and as President of the International Literacy Association from 2010–2011. Edwards also served as a member of the Board of Directors for the American Educational Research Association's (AERA) Family, School, and Community Partnerships Special Interest Group (SIG) from 2014–2016 and was elected to serve as its President-Elect/President from 2016–2020.
William Herbert Teale was an American expert in early childhood literacy. He was Professor in the Literacy, Language & Culture Program, University Scholar, and director of the University of Illinois at Chicago Center for Literacy.
Laura M. Justice is a language scientist and expert on interventions to promote children's literacy. She is the EHE Distinguished Professor of Educational Psychology at Ohio State University, where she also serves as the Executive Director of the A. Sophie Rogers School for Early Learning.
Young-Suk Kim is an educational psychologist known for her research on language and literacy development. She is Senior Associate Dean and Professor of Education at the University of California, Irvine.
Gay Su Pinnell is an American educational theorist and a professor emerita at the School of Teaching and Learning at Ohio State University. She is best known for her work with Irene Fountas on literacy and guided reading a whole language teaching framework which layed the groundwork for the Fountas and Pinnell reading levels.
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