Jana Echevarria, Ph.D., is a Professor of Education at California State University, Long Beach. Her professional experience includes elementary and secondary teaching in general education, special education, English as a Second Language and bilingual programs. She has lived in Taiwan and Mexico where she taught ESL and second language acquisition courses at the university level, as well as in Spain where she conducted research on instructional programs for immigrant students. Her UCLA doctorate earned her an award from the National Association for Bilingual Education's Outstanding Dissertations Competition. Her research and publications focus on effective instruction for English learners, including those with learning disabilities. She is a nationally known expert on English learners and has written numerous journal articles and book chapters, has written and produced several videotapes and has co-authored several books including, Making Content Comprehensible for English Language Learners: The SIOP Model and Sheltered Content Instruction: Teaching Students With Diverse Abilities, both published by Allyn & Bacon. The SIOP Model of instruction is used widely in all 50 states and several countries. Currently, she is Co-Principal Investigator with the National Research and Development Center on English Language Learners funded by the U.S. Department of Education, Institute of Education Sciences (IES). In 2005, Dr. Echevarria was selected as Outstanding Professor at CSULB. Deborah J. Short is director of the Language Education and Academic Development division of the Center for Applied Linguistics in Washington, D.C. Since 1996, she has worked on a national research study of secondary newcomer programs for recent immigrants for the federally-funded Center for Research on Education, Diversity, & Excellence. Deborah has worked as a teacher, trainer, researcher, and curriculum/materials developer in the area of K-12 language minority and immigrant education for 20 years. At CAL, she has conducted school-based research on the integration of language and content instruction and on program designs for English language learners in elementary and secondary schools. She also has provided professional development to language and content teachers in over 40 school districts around the U.S. and abroad. She has acted as a program and curriculum consultant and technical assistance provider to state and local education agencies. She develops instructional materials for students and has authored or co-authored numerous books, reports, and other publications. She is also the director of the national English as a Second Language (ESL) Standards and Assessment project for TESOL (Teachers of English to Speakers of Other Languages). Deborah has taught English as a second or foreign language in New York, California, Virginia, and the Democratic Republic of Congo. She has written numerous scholarly articles and co-authored five books. MaryEllen Vogt, Ed.D., is Professor Emerita, California State University, Long Beach. A public school reading specialist for 15 years, she has co-authored six books, including Reading Specialists and Literacy Coaches in the Real World (2nd Ed.; Allyn & Bacon, 2007)and Making Content Comprehensible for English Learners: The SIOP Model (3rd Ed; Allyn & Bacon, 2008). Her research interests include improving comprehension in the content areas, teacher change, and content literacy for English learners. Dr. Vogt served as President of the International Reading Association in 2004-2005.