Lori Helman is assistant professor in literacy education in the Department of Curriculum and Instruction at the University of Minnesota. Her research and writing have focused extensively on the reading and spelling development of students learning English as a new language, including other Words Their Way instructional materials for English learners. She has also edited a text for teachers, Literacy Development with English Learners.   Donald R. Bear is director of the E. L. Cord Foundation Center for Learning and Literacy in the College of Education at the University of Nevada, Reno. As a former preschool, third, and fourth grade teacher, Donald extends his experience working with children who experience difficulties learning to read and write both in the center and in numerous outreach programs. His recent research includes the study of literacy development in different languages and the influence of first language and literacy knowledge in learning to read in another language. He and his colleagues work with many schools and districts to conduct literacy instruction workshops.   Shane Templeton is Foundation Professor of Curriculum and Instruction at the University of Nevada, Reno, where he is Program Coordinator for Literacy Studies. A former elementary and secondary teacher, his research focuses on the development of orthographic knowledge. He has written several books on the teaching and learning of reading and language arts and is a member of the Usage Panel of the American Heritage Dictionary. He is author of the "Spelling Logics" column in Voices from the Middle, the middle school journal of the National Council of Teachers of English.   Marcia Invernizzi is a professor of reading education at the Curry School of Education at the University of Virginia. Marcia is also the director of the McGuffey Reading Center, where she teaches the clinical practice in reading diagnosis and remedial reading. Formerly an English and reading teacher, she works with Book Buddies, Virginia's Early Intervention Reading Initiative (EIRI), and Phonological Awareness Literacy Screening (PALS).   Francine Johnston is a former first grade teacher and reading specialist who learned about word study during her graduate work at the University of Virginia. She is now an associate professor in the School of Education at the University of North Carolina at Greensboro, where she teaches courses in reading, language arts, and children's literature. Francine frequently works with regional school systems as a consultant and researcher. Her research interests include current spelling practices and materials as well as the relationship between spelling and reading achievement.