Our Development Team
Zoi A. Traga Philippakos, PhD
Zoi A. Traga Philippakos, PhD, is Assistant Professor at the department of Theory and Practice in Teacher Education at The University of Tennessee, Knoxville. Her research interests include reading and writing instruction, interdisciplinary literacy, motivation, strategy instruction with self-regulation, and approaches to professional development for classroom teachers. She has worked as an elementary school teacher and provides professional development on effective reading and writing strategies. In 2017 she received the Inaugural Alumni Award from the University of Delaware and in 2019 she was awarded the Early Career Achievement Award from the Literacy Research Association (LRA). Her recent publications are the coauthored books, Developing strategic Young writers through genre instruction: Resources for grades K-2 (2019) and Differentiated Literacy Instruction in Grades 4 and 5 (2019). She is also the co-author of the books Developing strategic writers through genre instruction: Resources for grades 3-5 (2015), Effective Read-alouds for early literacy: A teacher’s guide for PreK-1 (2012), Differentiated Reading Instruction in Grades 4 and 5: Strategies and Resources (2011). She served the International Literacy Association as the Chair of the Writing Task Force, and at LRA she has codeveloped and organizes since 2010 the Writing Research Study Group. She has also published several articles and chapters on strategy instruction in writing and presents her research in national and international conferences.
Charles A. MacArthur, Ph.D.
Charles A. MacArthur, Ph.D. is Professor of Special Education and Literacy in the School of Education at the University of Delaware. A former special education teacher, he teaches courses on literacy problems, writing instruction, and educational research. He has been conducting research on writing development and instruction for struggling writers for over 30 years. He is currently principal investigator (with Zoi A. Traga Philippakos and Henry May) of a study that examines the efficacy of a writing curriculum for college basic writing courses. Major funded research projects have focused on development of a writing curriculum for students with learning disabilities, writing strategy instruction, decoding instruction in adult education, speech recognition as a writing accommodation, project-based learning in social studies in inclusive classrooms, and first-grade writing instruction. He serves as co-editor of the Journal of Writing Research, was previously editor of The Journal of Special Education, and serves on the editorial boards of several journals. He has published over 100 articles and book chapters and edited several books, including the Handbook of Writing Research and Best Practices in Writing Instruction; With Zoi A. Traga Philippakos and David Coker he has coauthored the book Developing Strategic Writers through Genre Instruction: Resources for Grades 3 – 5 and with Zoi A. Traga Philippakos the book Developing Strategic Young Writers through Genre Instruction: Resources for Grades K – 2.