P.G. Aaron, PhD. Professor in the Department of Educational and School Psychology at Indiana State University is a recipient of the Albert Harris Award of the International Reading Association for research in reading disabilities. He is the author of the book Dyslexia and Hyperlexia. With Malt Joshi, he co-authored Reading Problems and co-edited Handbook of Orthography and Literacy.

Timo Ahonen, PhD. Professor of Developmental Psychology at University of Jyväskylä, Finland is interested in the neuropsychology of learning disabilities. His special expertise comprises clinical child psychology and child neuropsychology.

Mikko Aro, PhD. is a Researcher with the Niilo Mäki Institute and University of Jyväskylä, Finland. Mikko's core interests are reading acquisition and dyslexia while his specialism comprises interventions for reading difficulties and cross-linguistic study of reading acquisition and dyslexia.

Caroline E. Bailey is Assistant Professor of Human Services at California State University at Fullerton. Her research focuses on developmental dyslexia and neurocognitive disorders such as epilepsy. She is co-author of a book on counseling.

Patrick Barmby is a lecturer and researcher in the education department at Durham University.

Maria E. Barnes is Graduate Research Assistant in the Developmental Neuropsychology Laboratory at the University of Louisville studying the impacts of obstructive sleep apnoea on children's cognitive skills.

Stuart Bernstein is Associate Professor, Department of Psychology and Interim Director, Tennesseee Center for the Study and Treatment of Dyslexia.

Zvia Breznitz is Director of Brain Research Center and Learning Disabilities at Haifa University, Israel. Her research focuses on synchronization in speed and content of the cerebral processes related to reading and reading difficulties.

Robert Burden is currently Emeritus Professor of Applied Educational Psychology at the University of Exeter, where he has been involved for many [Page xii]years in the training of educational psychologists. He is a former President of the International School Psychology Association and the author of several books and many articles on the application of psychology to all aspects of education, including dyslexia. He is the long-standing Chair of the British Dyslexia Association's Accreditation Board and a member of the BDA Management Board.

Fil Came is an independent consultant and Director of Learning Works. He is a respected teacher trainer and uses his extensive experience of teaching mainstream children with special educational needs to help colleagues personalise their teaching and create learning friendly environments for ALL children.

Mary Coffield is County Advisory and Support Teacher for Specific Learning Difficulties working within the Durham County Learning Support Service. She has played a leading role in encouraging both primary and secondary schools in the county to develop dyslexia friendly approaches.

Michael Dal is an assistant professor at School of Education, Iceland University. He has especially specialized in the field of didactics in foreign languages and in the use of new technology in foreign language learning.

S. Hélène Deacon is Assistant Professor in the Department of Psychology at Dalhousie University. Her research examines reading and spelling development across a range of learning contexts.

Kenneth Eklund, MA, works at the University of Jyväskylä as research coordinator with expertise in data collection, research data management, statistical analysis and research methods.

Gad Elbeheri is principal consultant at the CCET in Kuwait. He was the United Nations Development Programme's Expert on Early Childhood Challenges Project in Kuwait. Dr. Elbeheri has been assisting the Kuwaiti Ministry of Education and the Kuwait Dyslexia Association in developing strategies and programmes to cater to students with dyslexia in Kuwait. Dr Elbeheri, an applied linguist who obtained his PhD from the University of Durham, studied the manifestations of developmental dyslexia in Arabic and has a keen interest on cross-linguistic studies of dyslexia and other specific learning difficulties. He has been instrumental in establishing a Dyslexia Higher Educational Committee at the Ministry of Education in Kuwait. He brought the BDA's “Dyslexia Friendly Schools Initiative” to the Middle East.

Jane Erskine, PhD. (Dundee), Researcher and Chartered Psychologist is interested in the cognitive approach to cross-linguistic literacy and numeracy development and disability with co-morbidity. Her special expertise is diagnostics and remediation of dyslexia.

[Page xiii]Erskine is employed by the Agora Center, University of Jyväskylä, in the EU's Graphogame Marie Curie Excellence Grants – project for which she has been implementing the English language version in the UK.

John Everatt is a researcher in literacy ability and developmental dyslexia. He lectured in psychology at the Universities of Wales and Surrey, UK, before moving to the College of Education, University of Canterbury, New Zealand.

Angela J. Fawcett is Professor and Director of the Centre for Child Research at Swansea University, in the UK. She is Vice President of the British Dyslexia Association, editor of Dyslexia: An International Journal of Research and Practice, She a chaired the 2004 British Dyslexia Association International Conference.

Paul J. Gerber, PhD. is Professor in the School of Education at Virginia Commonwealth University in Richmond, VA., USA. He is the author of four books and numerous book chapters and articles in the area of adults with learning disabilities.

Jeffrey W. Gilger is currently Professor and Associate Dean of Discovery (Research) and Faculty Development in the College of Education at Purdue University. His background includes an MS and certification in Clinical Child/School Psychology, and an MA and PhD in Developmental Psychology, with specialized training in Human Behavioral and Psychiatric Genetics.

Keith T. Greaney is Senior Lecturer in the School of Educational Studies at Massey University, where he teaches courses in literacy education. His current research focuses on reading and spelling difficulties and intervention strategies.

Shannon Green, is Director of REACH Learning Center in BC, Canada and a certified Orton-Gillingham Trainer. She runs workshops for parents and teachers and has presented at international conferences on dyslexia and reading. She is the co-author of 100 Ideas for Supporting Pupils with Dyslexia and Dyslexia: A Guide for Teaching Assistants.

Tomi Guttorm, PhD. Researcher, Agora Center, University of Jyväskylä is interested in the psychophysiology of speech and language-related processing. His area of expertise includes Developmental psychophysiology, especially psychophysiological techniques.

Jarmo Hämäläinen, PhD. is Researcher, University of Cambridge, UK. His research interests comprise dyslexia, ERP-research and auditory cognition. He has special expertise eg. in the analysis of high-density ERP data using modern techniques such as PCA and ICA.

[Page xiv]Sini Hintikka is a Doctoral student at University of Jävaskylä and Psychologist and Researcher, Niilo Mäki Institute is interested in dyslexia, dysfluent reading and intervention. Her special expertise involves interventions for reading difficulties and dysfluent reading.

R. Malatesha Joshi is Professor of Reading Education at Texas A&M University.

John R. Kirby is Professor of Education and Psychology at Queen's University (Canada). His research interests include the development of reading and dyslexia.

Ritva Ketonen, Doctoral student, University of Jyväskylä, Speech Therapist, Niilo Mäki Institute, Jyväskylä, Finland. Ketonen specializes in phonological disorders with emphasis on the intervention of dyslexia.

Marja-Leena Laakso, PhD. is professor in Department of Educational Sciences at University of Jyväskylä. Her primary interest and expertise comprises the development of prelinguistic communication and group training for parents of children with ADHD.

Paavo H.T. Leppänen, PhD. Docent, Academy Research Fellow, University of Jyväskylä. Leppänen's special interest areas comprise cognitive neuroscience, learning difficulties, dyslexia and interventions. His areas of expertise include developmental neurocognitive research (event-related potentials), auditory and speech perception.

Orly Lipka is a Michael Smith Foundation postdoctoral Fellow at the University of British Columbia, Child & Family Research Institute, Children's & Women's Health Centre of BC Canada. Her research interests include early identification for children at risk for school failure, language and reading development of at risk children, reading and cognitive development of English as a second language learners, and learning disabilities.

Heikki Lyytinen, PhD. is Professor of Developmental Neuropsychology, University of Jyväskylä, Finland. Lyytinen's primary research interests focus on uncovering core bottlenecks of cognitive development which can compromise a child's opportunity to acquire fluent reading skill. The most immediate research goal is the development and validation of computer-assisted means with which to preventively help such children to minimize the unwanted psychological consequences of dyslexia. His special expertise comprises psychophysiology, developmental neuropsychology and longitudinal research.

Paula Lyytinen, PhD. is Professor of Developmental Psychology at University of Jyväskylä. She is interested in children's language and cognitive development, precursors of dyslexia, symbolic play and parent-child interaction. Her speciality comprises research into the development of language skills.

[Page xv]Frank Manis is Professor of Psychology at the University of Southern California. He has conducted NIH-supported research on reading disabilities and the development of literacy, and serves on the editorial board of several journals.

Dennis L. Molfese is Distinguished University Scholar and Professor in the Birth Defects Center and Editor-in-Chief of Developmental Neuropsychology.

Victoria J. Molfese is the Ashland/Nystrand Chair and Professor in Teaching and Learning at the University of Louisville and the Director of the Center for Research in Early Childhood.

Peter J. Molfese is a doctoral student in Developmental Cognitive Neuroscience, the University of Houston. His interests are learning, language, and the use of quantitative methods in Psychological Research.

Roderick I. Nicolson is Professor of Psychology at the University of Sheffield in the UK.

Jenny O'Neill works for Durham Local education Authority as an educational psychologist.

Rauno Parrila is Professor of Educational Psychology at the University of Alberta, Canada. His current research examines the cognitive, linguistic, and socio-cognitive compensation mechanisms of high-functioning adult dyslexics.

Anna-Maija Poikkeus, PhD. Professor of Early Childhood and Primary Education, University of Jyvaskyla. Her interest areas are early identification of language and reading problems and supportive early environments (family, day-care and early school grades). Her special expertise includes the development of social skills and group training for parents of children with ADHD

Lynda A. Price, PhD. is Associate Professor in Special Education at Temple University in Philadelphia. She has written many book chapters and articles about the needs of adults with learning disabilities.

Anne Puolakanaho, PhD. is a researcher at the University of Jyväskylä. Puolakanaho's areas of interest are childhood phonological and language development, predictors of dyslexia with special expertise in early phonological sensitivity and language assessment tools.

Gavin Reid was formerly senior lecturer in the Department of Educational Studies, Moray House School of Education at the University of Edinburgh. He is now consultant to the Centre for Child Evaluation and Teaching (CCET) in Kuwait. He is also consultant psychologist to Reach Learning Center in Vancouver, Canada and a director and consultant to the Red Rose School for [Page xvi]children with specific learning difficulties in St. Annes on Sea, Lancashire. He is also a trainer with Learning Works (International.)

Ulla Richardson, PhD. is team leader of the Marie Curie Excellence Grant, Agora Center, University of Jyväskylä. Her interest areas are auditory processing, dyslexia, intervention with special expertise in experimental designs for speech and auditory processing as well for interventions for reading difficulties.

Barbara Riddick is a senior lecturer in the school of education at Durham University. She has carried out a number of important research studies on children and students with dyslexia and has published 4 books and numerous articles on dyslexia.

Paula Salmi is a doctoral student at University of Jyväskylä. Paula has interests in dyslexia and naming-related interventions. She has special expertise in interventions for reading and naming difficulties.

Elizabeth A. Sanders, M.Ed. is a doctoral student in measurement, statistics and research design in the College of Education at the University of Washington. Her academic interests are quantitative methods in educational research.

Diane J. Sawyer is an internationally recognized scholar whose work addresses the cognitive-linguistic bases of reading and reading disabilities. She holds the Murfree Chair of Excellence in Dyslexic Studies at Middle Tennessee State University.

Linda S. Siegel is currently Associate Dean of Graduate programs and research and a Professor in the department of Educational Psychology and Special Education at the University of British Columbia in Vancouver, British Columbia, Canada. She holds the Dorothy C. Lam Chair in Special Education.

John Stein is a Fellow and Tutor in Medicine at Magdalen College, University of Oxford in the UK.

Iva Strnadová, PhD. is currently Senior Lecturer at Charles University in Prague, Czech Republic, and Honorary Senior Lecturer in the Faculty of Education and Social Work at the University of Sydney. Dr Strnadova is currently involved in teaching in special education programs at Charles University, and the Erasmus Mundus Special education Needs (EM SEN) program in collaboration with staff from Fontys University, Tilburg, The Netherlands, and Roehampton University, London. She is currently leading a series of projects examining across the life span the experiences of families caring for a child with a disability. She has other research interests in the area of inclusive education and additional learning needs in literacy and numeracy.

[Page xvii]Moira Thomson was formerly Principal Teacher of Support for Learning at Broughton High School, Edinburgh. She has also been a Development Officer for City of Edinburgh, Department of Children and Families, an Associate Assessor for HMIe, an Associate Tutor for the Scottish Network for Able Pupils, and a member for Scottish Qualifications Authority focus groups. She is currently an educational consultant, providing Continuing Professional Development for teachers, secretary of the Cross Party Group on Dyslexia in the Scottish Parliament and an independent adjudicator for the Scottish Government's Additional Support for Learning Dispute Resolution. Her 2007 Dyslexia Scotland publication Supporting Dyslexic Pupils in the Secondary Curriculum was distributed free of charge to all secondary schools in Scotland. Her new book, Supporting Students with Dyslexia in Secondary Schools will be published by Routledge in the autumn of 2008.

Asko Tolvanen, PhD. Statistician, University of Jävaskylä is interested in modern multivariate methods. His special expertise comprises the application of such methods to psychological research.

Minna Torppa, PhD. is Researcher at University of Jyvaskyla. Her interest areas include dyslexia, the home literacy environment and phonological awareness. She has special expertise in the application of Structural equation modelling and Latent Growth Curve modelling.

William E. Tunmer is Professor of Educational Psychology in the Department of Learning and Teaching, Massey University, New Zealand.

Patricia F. Vadasy, PhD. is senior researcher at Washington Research Institute, Seattle. Her research interests include reading acquisition and reading interventions.

Helena Viholainen, PhD. is Researcher at Niilo Mäki Institute, Jävaskylä is interested in human learning. Her special expertise lies in motor development and its connection to language development and dyslexia.

Richard K. Wagner is Distinguished Research Professor and Binet Professor of Psychology, Associate Director of Florida Center for Reading Research and chairs the Advisory Board of the National Institute for Literacy.

Chris G. Warren is a third-year graduate student working toward his PhD in Experimental Psychology at the University of Louisville. He is primarily interested in perceptual processes and how they relate to cognitive functioning. Chris has also participated in research measuring the effects of minor sleep loss on cognitive and neural processes in children and adults.

[Page xviii]Corey Zylstra is an Orton-Gillingham Trainer and is a co-founder and director of the REACH Learning Center in North Vancouver, Canada. She speaks locally and internationally to educators and parents regarding learning difficulties and effective teaching strategies, has authored and co-authored several publications and has developed a wide array of materials to aid literacy teaching.