Karen Harris, Ed.D., is Professor and the Currey-Ingram Chair in Special Education at Vanderbilt University, Nashville, Tennessee. She has taught kindergarten and fourth-grade students, as well as elementary and secondary students with disabilities. She is co-author, with Steve Graham, of the books Making the Writing Process Work: Strategies for Composition and Self-Regulation; Teaching Every Child Every Day: Learning in Diverse Schools and Classrooms; Handbook of Learning Disabilities; and the curriculum Spell It-Write. Dr. Harris is the editor of the Journal of Educational Psychology. Her research is focused on theoretical and intervention issues in the development of academic and self-regulation strategies among students with attention-deficit/hyperactivity disorder, learning disabilities, and other challenges. Steve Graham, Ph.D., is Professor and the Currey-Ingram Chair in Special Education at Vanderbilt University, Nashville, Tennessee. He is the current editor of Exceptional Children and the past editor of Contemporary Educational Psychology. He is the co-author of the Handbook of Learning Disabilities; Making the Writing Process Work: Strategies for Composition and Self-Regulation; Teaching Every Child Every Day: Learning in Diverse Schools and Classrooms; Teaching Every Adolescent Every Day; Spell It-Write (a spelling program for children in grades K through 9); and the upcoming Handbook of Writing Research. Dr. Graham's research has focused mainly on identifying the factors that contribute to the development of writing difficulties; the development and validation of effective procedures for teaching planning, revising, and the mechanics of writings to struggling writers; and the use of technology to enhance writing performance and development. Dr. Linda H. Mason has a joint appointment in the Department of Educational Psychology, Counseling, and Special Education and the Children, Youth, and Families Consortium at The Pennsylvania State University. Prior to completing her Ph.D., Dr. Mason taught special education in an inclusive public elementary school for six years. She has been awarded two U.S. Department of Education grants focusing on reading comprehension and writing intervention for low-achieving students. Dr. Mason serves on six editorial boards, including journals focused on research-topractice. At Penn State, she teaches courses in literacy for students with special needs, curriculum development, reading and writing methods, assessment, and effective instruction. Dr. Mason was awarded the Council for Exceptional Children, Division of Research Distinguished Early Career Award in 2011 and a Fulbright Scholarship to teach in Hungary in fall 2011.