William G. Brozo 1

WILLIAM G. BROZO 2510 Virginia Avenue, NW

207-N Washington, DC 20037 Mobile: (703) 424-3211 Office: (703) 993-3894

wbrozo@gmu.edu

PROFESSIONAL HISTORY Professor of Literacy, Graduate School of Education, College of Education and Human Development, George Mason University, June 2004 to present, full-time, tenured.

Responsible for teaching graduate literacy courses, mentoring graduate students and directing doctoral dissertations.

Professor of Language and Literacy, Department of Theory and Practice in Teacher Education, College of Education, The University of Tennessee, June 2000 to June 2004, full-time, tenured.

Responsible for directing the reading center, teaching graduate reading courses, and mentoring doctoral students.

Professor of Reading, Department of Curriculum & Instruction, College of Education, Texas A&M University-Corpus Christi, August 1993 to June 2000, full-time, tenured.

Responsible for teaching a range of undergraduate and graduate elementary and secondary reading courses, including clinical courses in diagnosis and remediation.

Associate Professor of Reading, Department of Teacher Education, College of Education, Eastern Michigan University, June 1988 to July 1993, full-time, tenured.

Responsible for teaching secondary/content-area graduate and undergraduate reading courses, language arts, reading seminar, critical literacy, and graduate diagnosis and remediation courses.

Assistant Professor of Reading, Department of Reading, College of Education, Northeastern Illinois University, September 1986 to June 1988, full-time, tenure track.

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Responsible for teaching a range of undergraduate and graduate reading education courses.

Assistant Professor of Reading, Department of Curriculum & Instruction, College of Education, Northern Illinois University, August 1984 to August 1986, full-time, tenure track.

Responsible for teaching undergraduate and graduate teacher education courses in elementary, secondary, and diagnosis and correction of reading difficulties; directing dissertations.

Assistant Professor of Reading, Division of Developmental Studies, Georgia State University, September 1982 to August 1984, full-time, tenure track. Responsible for teaching classes in developmental reading and writing. Learning Skills Consultant, Academic Skills Development Center, University of South Carolina, August 1980 to August 1982, full-time.

Responsible for diagnosing reading and study problems, counseling students and teaching classes in developmental and remedial reading.

English Teacher, Battery Park School, Nesmith, South Carolina, August 1977 to June 1980, full-time. Responsible for teaching 6th through 11th grade English classes.

INTERNATIONAL ACTIVITY Member of research, consulting, and professional development team on a

Filocalia/Romanian-American Foundation Grant, Reading to Learn, in Romania, 2013-2017. Member, Learning Metrics Task Force (LMTF), UNESCO/Brookings Center for Universal Education. Responsible for exploring the feasibility of learning goals and targets to inform the post-2015 global development policy discourse and drafting report on global learning standards; member of Standards Working Group and Measures and Methods Working Group. 2012 to present.   Invited speaker at the Literacy for All conference by Cypriot Minister of Education and Culture. The conference coincided with the launch of the report by the European Union High Level Expert Group on Literacy. My work is cited in the report. Nicosia, Cypress, 5-6 September 2012

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Respondent to the European Union High Level Expert Group on Literacy Discussion Report focused on improving the literacy performance of young people and adults and helping Member States meet literacy achievement benchmarks; invitation from Princess Laurentien of the Netherlands, 2011. Module Writer and Professional Development Director of Action Research for teachers and teacher leaders in Oman, Muscat 2010-2012. U.S. Consultant/Participant in European Union funded grant Basic Curriculum for Teachers’ In-Service Training in Content Area Literacy in Secondary Schools. 2010 – 2013. Responsible for co-writing PD training modules, supervising module trainers in several European countries, assisting in monitoring quality of training, conducting research, and writing reports. PISA/PIRLS Task Force, Chair, International Reading Association; Analyze, write reports and articles, make conference presentations based on policy and practice implications of cross-national literacy studies. 2002 to present. BROZO, W.G., & STURTEVANT, E. G. (March 2009). Beyond Access: Effective Reading for All. Report from The Sixth Annual Global Perspectives on Literacy, Washington DC: International Reading Association International Development Division. German Academic Exchange Service, Evaluated Faculty Research Grants, wrote evaluations, presented to evaluation committee. Winter/ Spring 2009. Leuphana University, Leuneburg, Germany, Guest Lecturer, November 2009. Awarded George Mason University Research Study Leave, A Critical Analysis of Bulgarian Secondary Students’ Reading Literacy Achievement and the Economic Future of the State. Fall 2009.

Secondary Education Activity Project, USAID, Macedonia; Providing training workshops to secondary vocational teachers in a five-year project; writing training modules; conducting in-country research; mentoring teacher leaders. 2003 to 2008. BMENA Literacy Hub Advisory Board, International Reading Association, International Division; Provide expert feedback on content and process

of an electronic portal for the broader Middle East and North African

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region. 2006 – 2009. Thinking Classroom/Peremena, Columnist “Strategic Moves,” an RWCT journal targeting Eastern Europe/Central Asia, in English and Russian, 2003 to 2008.

Eastern Michigan University, professor, masters program for teachers in National Defense, International, and American schools, London, 1992-1993

RECENT MAJOR ACCOMPLISHMENTS

*Completed a book manuscript for Teachers College Press focusing on using graphic novels and comics in the disciplines; the book will be published in November 2013.

*Member of the International Reading Association’s Adolescent Literacy Committee responsible for the original drafting of the revised Position Statement on Adolescent Literacy (http://www.reading.org/Libraries/resources/ps1079_adolescentliteracy_rev2012.pdf) *Literacy consultant to the Louisiana Department of Education’s Literacy Plan; provided content literacy professional development to teachers in pilot schools and a 80 member writing team; provided mentoring to writers and reviewed revisions of Louisiana Comprehensive Curriculum to ensure the inclusion of content literacy in all subject areas for K-12; presented the roll-out of the new curriculum to administrators, teacher leaders, and Department staff; co-produced video of exemplary content literacy practices: 2007 to 2012. *Professional developer for Ministry of Education, Oman; wrote a 300-page module on Action Research; delivered the module to Omani teachers, senior teachers, supervisors, and Ministry staff; 2010-2012. *Published the Adolescent Literacy Inventory: Grades 6-12; co-authored with Peter Afflerbach, the premier scholar in literacy assessment; this revolutionary new assessment tool allows middle and high school teachers to learn more about their students’ reading and writing abilities with authentic academic text from the four content domains—science, math, social studies, English/language arts; 700 pages; 2011. *Published a new book, RTI and the Adolescent Reader: Responsive Literacy Instruction in Secondary Schools; the only book of its kind that has as its single focus issues and practices related to response to intervention for adolescent readers; Teachers College Press.

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PAPERS AND ADDRESSES

International

BROZO, W.G., GARBE, C., VALTIN, R., SHIEL, G., SULKENNEN, S., & PANDIAN, A. (2013, August). How in the world do students read? Insights from a new international literacy survey (PIRLS). Paper to be presented at the 18th European Conference on Reading, Jonkoping, Sweden. BROZO, W.G. (2013, June). Measuring learning outcomes: The work of the Learning Metrics Task Force. Invited paper at the Millennium Challenge Corporation, Washington, DC.

BROZO, W.G. (2012, September). Motivation and Gender Factors in Adolescent Literacy: Policy and Practice Implications. Literacy for All Conference. Nicosia, Cyprus.

BROZO, W.G. (2012, June). Closing the reading achievement gap for boys: Engaging texts, engaging practices. Invited keynote address at the 16th Nordic Reading Conference, Reykjavik, Iceland. HOLLE, K., BROZO, W.G., DIONISIO, M.L. (2012, June). BaCuLit: Basic curriculum for content area literacy. Paper presented at the 16th Nordic Reading Conference, Reykjavik, Iceland.

BROZO, W.G., SHIEL, G., GARBE, C., & PANDIAN, A. (2011, August). Key Findings on PISA 2009: Implications for Literacy Policy and Practice. Symposium chair and speaker at the 17th European Conference on Reading, Mons, Belgium.

BROZO, W.G. (2011, February). Content literacy theory, research, and practice. Presentation to the Basic Curriculum for Teachers’ In-Service Training in Content Area Literacy in Secondary Schools project team. Nijmegen, Netherlands.

BROZO, W.G. (2009, November). Closing the reading achievement gender gap. Invited address given at the EU Conference on Gender Differences in Educational Achievement, Uppsala, Sweden.

BROZO, W.G. (2009, July). Why on earth do adolescents read? What PISA tells us about reading engagement. Paper presented at the 16th European Reading Conference, Braga, Portugal.

BROZO, W.G. (2008, November). To read or note to read: Engaging practices to motivate reluctant readers. Paper presented at the European Council of International Schools Annual Conference, Nice, France.

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BROZO, W.G. (2007, August). Building reform communities in international literacy projects: Managing the politics of reform. Symposium paper presented at the15th European Conference on Reading, Berlin, Germany.

BROZO, W.G. (2007, August). Engagement in reading: Lessons from PISA.

Symposium paper presented at the 15th European Conference on Reading, Berlin, Germany.

BROZO, W.G. (2007, May). PISA, PIRLS and the teaching of reading: New

directions; Addressing achievement disparities in literacy for young adolescents through principled practices; Literacy in the lives of male youth: Honoring discourses of desire in academic settings; Constructive meaning-making in middle school and secondary classrooms: Building bridges between everyday and academic literacies. Papers presented at the International Reading Association Annual Convention, Toronto, Canada.

BROZO, W.G. (2006, August). An Historical and Policy Context for the

Secondary Educational Activity (SEA) Project in Macedonia. Paper presented at the International Reading Association World Congress, Budapest, Hungary.

BROZO, W.G. (2005, August). Teacher prerogative in a cross-cultural collaborative: From centralization to independent decision making. Paper presented at the14th European Conference on Reading, Zagreb, Croatia.

BROZO, W.G., & Hargis, C. (2005, April). Beyond standards-based

assessment: Turning low-stakes reading achievement testing into educational reform. Paper presented at the American Educational Research Association, Montreal, Canada.

BROZO, W.G. (2004, October). Helping boys find entry points to reading. Teleconference presentation for the Canadian Educational Institute, Toronto, Canada.

BROZO, W.G. (2004, June). Schools where literacy thrives. Paper presented at the International Development of Europe Committee and International Reading Association PISA/PIRLS Task Force Meeting, Linköping, Sweden.

BROZO, W.G. (2003, July). Why do girls read better than boys? Explanations of global patterns of gender-based reading achievement for adolescents. Paper presented at the 13th European Conference on Reading, Tallinn, Estonia.

BROZO, W.G. (2003, January). Boys and books: The discourses of desire of

teen and preteen male readers. Paper presented at the Super Conference of the Ontario Library Association, Toronto, Canada.

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BROZO, W.G. (1992, June). Classrooms "at risk": The lifeworlds of labeled children. Paper presented at the International Human Science Research Conference, Rochester, MI.

BROZO, W.G., & BROZO, C.L. (1988, May). Learning how students learn

best: A case for interactive assessment. Paper presented at the International Reading Association, Toronto, Canada. National BROZO, W.G. (2013, April). Expanding literacy for boys with engaging texts and engaging practices. Paper presented at the International Reading Association Annual Convention, San Antonio, TX. BROZO, W.G., GARBE, C., & SHIEL,G. (2013, April). Key findings on PIRLS 2011: Implications for literacy policy and practice. Paper presented at the International Reading Association Annual Convention, San Antonio, TX. BROZO, W.G. (2013, April) Literacy instruction and assessment goals in a post-2015 world. Paper presented at the International Reading Association Annual Convention, San Antonio, TX. BROZO, W.G. (2013, March). Closing the achievement gap for boys by building bridges to literacy. Keynote address at the Everyone Reading Conference, New York, NY. BROZO, W.G. (2013, March). Ensuring content literacy for all in an effective RTI program. Paper presented at the Everyone Reading Conference, New York, NY. BROZO, W.G. (2012, November). Outside interests and literate practices as contexts for increasing engagement and critical reading for adolescent boys. Paper presented at the Literacy Research Association Conference, San Diego, C BROZO, W.G., & MOORMAN, G. (2012, November). Graphic novels in the disciplines: Building knowledge and honoring diversity. Paper presented at the National Council of Teachers of English Conference, Las Vegas, NV. BROZO, W.G., & SHIEL, G. (2012, May). Learning from PISA 2009: Practice and Policy Implications for Adolescent Literacy. Paper presented at the International Reading Association Annual Convention, Orlando, FL.

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BROZO, W.G. (2012, April). Closing the Reading Achievement Gap for Boys: Engaging Texts, Engaging Practices; RTI for Secondary Literacy: Effective Strategies for All Students. Featured Speaker presentations at the Literacy Promise Conference, Salt Lake City, UT.

BROZO, W.G., MEYER, C., STEWART, T., & MOORMAN, G. (2011, December). New perspectives on disciplinary literacy. Paper presented at the American Reading Forum annual conference, Sanibel, FL.

BROZO, W.G., & MAYVILLE, M. (2011, November). Five critical

guidelines for transforming Response to Intervention into responsive literacy instruction for adolescents. Paper presented at the Association for Literacy Educators and Researchers. Richmond, VA.

BROZO, W.G., SHIEL, G., GARBE, C., & PANDIAN, A. (2011, May). PISA 2009: A critical analysis of trends and new developments with implications for adolescent literacy practice and policy. Paper presented at the International Reading Association Annual Convention, Orlando, FL.

BROZO, W.G. (2011, May). Investing in youth by investing in teachers: Transforming adolescent literacy through responsive staff development. Paper to be presented at the International Reading Association Annual Convention, Orlando, FL.

BROZO, W.G. (2010, April). The six Cs of effective professional development in

adolescent literacy; Improving the literate lives of boys; Raising boys’ reading achievement by viewing them as a resource. Papers presented at the International Reading Association Annual Convention, Chicago, IL.

BROZO, W.G. (2009, December). Across multiple stages of reading development. Panelist presentation at the American Reading Forum, Sanibel, FL.

BROZO, W.G. (2009, December). A critical analysis of Bulgarian secondary

students’ reading literacy achievement and the economic future of the state. National Reading Conference, Albuquerque, NM.

BROZO, W.G. (2009, May). Success for Secondary Readers: Guidelines for

Reform for Literacy Leaders. Paper presented at the Annual Convention of the International Reading Association, Minneapolis, MN.

BROZO, W.G., & GASKINS, C. (2009, February). Engaging texts and literacy

practices for adolescent boys. Paper presented at the Annual Convention of the International Reading Association. Phoenix, AZ.

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BROZO, W.G. (2009, February). Building capacity in secondary literacy reform: Lessons learned from a state-wide initiative. Paper presented at the Annual Convention of the International Reading Association. Phoenix, AZ. BROZO, W.G., & SHIEL, G. (2009, February). Putting PISA and PIRLS 2006 in perspective: Key findings and what they mean to teachers, reformers, and researchers. Paper presented at the Annual Convention of the International Reading Association. Phoenix, AZ.

BROZO, W.G. (2008, December). Closing the reading achievement gap for boys: Engaging texts, engaging practices. Keynote address to be given at the American Reading Forum annual conference. Sanibel Island, FL.

BROZO, W.G. (2008, July). The adolescent literacy landscape: Trends and issues. Paper presented at the Kaplan K12 Learning Services Annual Meeting, Stuart, FL. BROZO, W.G. (2008, June). Expanding comprehension for all youth: Evidence-based principles to guide policy and practice. Paper presented at the Glencoe 6-12 Literacy Symposium, Santa Fe, NM.

BROZO, W.G., & DACHKOVA, L. (2008, May). PISA results for Bulgarian youth: Global lessons in reading literacy. Paper presented at the Annual Convention of the International Reading Association, Atlanta, GA.

BROZO, W.G. (2008, May). Vocabulary strategies for success: Secondary

Grades. Paper presented at the Annual Convention of the International Reading Association, Atlanta, GA.

BROZO, W.G. (2008, May). Spotlight on assessment: Research and practice

from IRA publications. Paper presented at the Annual Convention of the International Reading Association, Atlanta, GA.

BROZO, W.G. (2007, November/December). Urban literacy reform for

striving readers: Investing in youth by investing in teachers. Paper presented at the National Reading Conference Annual Convention. Austin, TX.

BROZO, W.G., FISHER, D., & FREY, N. (2006, December). Fixing a new

literacy lens on three popular secondary reading reform initiatives. Paper presented at the annual meeting of the National Reading Conference, Los Angeles, CA.

BROZO, W.G., & HARGIS, C. (2006, October). The literacy level locator (L3): An assessment to help teachers match texts with readers. Paper presented at the annual meeting of the College Reading Association, Pittsburgh, PA.

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BROZO, W.G. (2006, April/May). Helping teachers to work with adolescents; Helping boys find entry points to lifelong reading: book clubs and other strategies for struggling adolescent males; Using assistive technology to mediate content literacy strategies. Papers presented at the Annual Convention of the International Reading Association, Chicago, IL.

BROZO, W.G. (2005, December). “Guys like us”: Explorations of identity,

agency, and culturally informed practice in an all boys book club. Paper presented at the annual meeting of the National Reading Conference.

BROZO, W.G. (2005, May). Comprehension: Why it’s not hot, what you should do. Paper presented at the International Reading Association, San Antonio, TX.

BROZO, W.G. (2005, May). Lessons learned from PISA 2000: Implications for policy and practice in the USA. Paper presented at the International Reading Association, San Antonio, TX.

BROZO, W.G. (2005, May). From workshop to classroom: Teachers learning to apply assistive technology to teach content area literacy in inclusion settings. Paper presented at the International Reading Association, San Antonio, TX.

BROZO, W.G. (2005, May). Teacher Prerogative in a Cross-Cultural

Collaborative: From Centralization to Independent Decision Making. Paper presented at the International Reading Association, San Antonio, TX, May 2005.

BROZO, W.G. (2004, July). The role of teacher leaders in a schoolwide literacy effort: from reading across the curriculum to meeting the needs of special learners; Adolescent literacy practices that make a difference: A workshop for teacher leaders. Papers presented at the Southern Regional Education Board’s Staff Development Conference, Atlanta, GA.

BROZO, W.G. (2004, May). What should be hot? The reading needs of boys; Helping adolescents find entry points to literacy. Papers presented at the International Reading Association Annual Convention, Reno, NV.

BROZO, W.G. (2003, November). Eliminating the achievement gap:

Adolescent literacy. Paper presented at the Council of Chief State School Officers Annual Policy Forum, Indianapolis, IN.

BROZO, W.G., & PUCKETT, K. (2003, November). Using assistive technology to teach content area literacy for students with disabilities. Paper presented at the College Reading Association, Corpus Christi, TX.

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BROZO, W.G. (2003, November). Our public voice: Strategies for informing the public and affective legislative policy related to literacy education. Paper presented at the College Reading Association, Corpus Christi, TX.

BROZO, W.G. (2003, May). Boys and books: The discourses of desire of

adolescent males. Paper presented at the International Reading Association, Orlando, FL.

BROZO, W.G. (2003, May). The literacy needs of boys. Paper presented at the International Reading Association, Orlando, FL.

BROZO, W.G. (2003, May). Program for International Student Assessment (PISA): Presenting the PISA findings. Paper presented at the International Reading Association, Orlando, FL.

BROZO, W.G. (2002, December). Tales out of school: Accounting for adolescents in a literacy reform community. Paper presented at the National Reading Conference, Miami, FL.

BROZO, W.G., & HARGIS, C. (2002, November). Two university reading consultants in search of self-efficacy: A high school case study. Paper presented at the College Reading Association, Philadelphia, PA.

BROZO, W.G. (2002, November). Many faces of "official" literacy discourse and who is officiating: The role of media, government agencies, legislators, and literacy professionals. Paper presented at the College Reading Association, Orlando, FL.

BROZO, W.G. (2001, November). Into the new millennium: Media’s representation of policy, presidential directives and popular cultural beliefs about literacy. Paper presented at the College Reading Association, Orlando, FL.

BROZO, W.G. (2001, May). Masculinity of possibilities: Current research on literacy for boys; Boys will be boys, or will they? A critical dialogue about literacy. literature and diversity. Papers presented at the International Reading Association, New Orleans, LA.

BROZO, W.G. (2000, November). "I know the difference between a real man and a TV man ": Exploring positive male values through literature in a junior high school in the hood. Paper presented at the National Reading Conference, Scottsdale, Arizona.

BROZO, W.G. (2000, November). Activism matters: Moving from anecdotes to

action. brainwashing kids: 8th graders explore the politics and economics of advertising for children. Papers presented at the National Council of Teachers of English, Milwaukee, Wisconsin, November 2000.

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BROZO, W.G. (2000, November). Deconstructing popular cultural beliefs about literacy: Part II. Paper presented at the College Reading Association, Orlando, FL.

BROZO, W.G. (2000, May). Standards, assessment and research-based

practice: The impact of current "hot" topics on classroom reading instruction. Paper presented at the International Reading Association, Indianapolis.

BROZO, W.G. (1999, November). Under attack: Imagining political activity in our teaching lives. Paper presented at the National Council of Teachers of English, Denver, Colorado.

BROZO, W.G. (1999, November). Out of the mist: Deconstructing media messages about literacy. Paper presented at the College Reading Association, Hilton Head, SC.

BROZO, W.G. (1998, November). Revisiting efforts to reach common ground in beliefs about literacy: Is consensus possible and useful? Paper presented at the College Reading Association, Myrtle Beach, SC.

BROZO, W.G. (1997, November). Common ground beliefs about literacy.

Paper presented at the College Reading Association, Boston, MA.

BROZO, W.G. (1996, November). A walk through Gracie's garden: Literacy and cultural explorations in a Mexican American junior high school. Paper presented at the College Reading Association, Charleston, SC.

BROZO, W.G. (1996, May). Lessons from the field: Classroom research and

teacher discoveries. Paper presented at the International Reading Association, New Orleans, LA.

BROZO, W.G. (1994, November). The rhetoric and reality of portfolio

assessment. Paper presented at the College Reading Association, New Orleans, LA.

BROZO, W.G. (1993, November). Fighting for literacy's share of the peace dividend. Paper presented at the College Reading Association, Richmond.

BROZO, W.G. (1992, December). Charting the history of college reading

instruction: An analysis of 65 years of dissertation research. Paper presented at the National Reading Conference, San Antonio, TX.

BROZO, W.G. (1992, November). Widening the lens into literacy: from reductionism to critical consciousness. Paper presented at the College Reading Association, St. Louis, MO.

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BROZO, W.G. (1992, May). Writing for the Journal of Reading. Paper presented at the International Reading Association, Orlando, FL.

BROZO, W.G., & MOJE, E.B. (1991, April). Understanding the exigencies of instructional decision making: A qualitative analysis of cooperative learning in fourth-grade social studies. Paper presented at the American Educational Research Association, Chicago, IL.

BROZO, W.G., & MOJE, E. (1990, November). Trade books in the content

areas: An ethnographic study of a fourth-grade classroom. Paper presented at the Annual Conference of the College Reading Association, Nashville, TN.

BROZO, W.G. (1990, May). Interactive assessment for college developmental readers. Paper presented at the International Reading Association, Atlanta, GA.

BROZO, W.G. (1989, December). Testing and teaching as simultaneous events: Interactive assessment of college developmental readers. Paper presented at the National Reading Conference, Austin, TX.

BROZO, W.G., BROZO, C.L., & MARTIN, M. (1989, November) Testing and teaching as simultaneous events: Documenting evidence of interactive assessment in an LD classroom. Paper presented at the College Reading Association, Philadelphia, PA.

BROZO, W.G. (1989, May). A response to secretary Bennett's calls for education reform: A teacher education perspective. Paper presented at the International Reading Association, New Orleans, LA.

BROZO, W.G. (1988, October). Redefining reading (dis)ability: Interactive assessment of secondary remedial readers. Paper presented at the College Reading Association, Atlanta, GA.

BROZO, W.G., TOMLINSON, C. (1987, October). A trade book textbook approach versus a textbook-only approach on student learning and attitudes during a social studies history unit. Paper presented at the College Reading Association, Baltimore, MD.

BROZO, W.G., & STAHL, N. (1987, November). Charting literacy trends in college reading: an historical analysis of doctoral dissertations. Paper presented at the American Educational Studies Association, Chicago, IL.

BROZO, W.G. (1987, April). What the recent NAEP results mean to the profession and the nation. Paper presented at the International Reading Association, Anaheim, CA.

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BROZO, W.G., & CURTIS, C.L. (1986, December). Coping strategies of successful learning disabled college students: A case study approach. Paper presented at the National Reading Conference, Austin, TX.

BROZO, W.G., & CURTIS, C.L. (1986, October). A case study of four

successful learning disabled college students. Paper presented at the College Reading Association, Knoxville, TN.

BROZO, W.G. (1986, April). Hiding out in secondary content classes: Perceptions and coping strategies of unsuccessful high school readers. Paper presented at the International Reading Association, Philadelphia, PA.

BROZO, W.G., & STAHL, N. (1986, March). A qualitative analysis of current research on studying. Paper presented at the National Association of Developmental Educators, Chicago, IL.

BROZO, W.G. (1985, December). Tracking thinking while reading: A case

study of metacognitive awareness among college students. Paper presented at the National Reading Conference, San Diego.

BROZO, W.G. (1985, December). Assessing readers' understanding of

connectives during cloze comprehension. Paper presented at the American Reading Forum, Sarasota, FL.

BROZO, W.G. (1985, October). reconstructed metacognition in college readers. Paper presented at the College Reading Association, Pittsburgh, PA.

BROZO, W.G. (1985, May). Determining standards for college reading specialists. expanding text study skills: Adaptations for secondary content areas. Paper presented at the International Reading Association, New Orleans, LA.

BROZO, W.G., & STAHL, N. (1984, December). Notetaking from lecture and text: Historical foundations, current research and future trends. Paper presented at the American Reading Forum, Orlando, FL.

BROZO, W.G., STAHL, N., & GORDON, B. (1984, December). a comparison

of the effects of multiple-choice item writing and written summaries on comprehension and recall of text. Paper presented at the National Reading Conference, St. Petersburg, FL.

BROZO, W.G., STAHL, N., & KING, J. (1984, October). Overcoming basic skills deficiencies of prospective teachers. Paper presented at the College Reading Association, Washington, DC.

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BROZO, W.G. (1984, May). Comprehension: The ultimate goal of college and secondary instruction. Paper presented at the International Reading Association, Atlanta, GA.

BROZO, W.G. (1984, May). College reading: theory, research and application. Paper presented at the International Reading Association, Atlanta, GA.

BROZO, W.G., & STAHL, N. (1983, December). The professional preparation of college reading and study skills specialists. Paper presented at the American Reading Forum, Sarasota, FL.

BROZO, W.G. (1983, October). Predicting college students 'reading achievement using a reading anxiety scale. Paper presented at the College Reading Association, Atlanta, GA.

BROZO, W.G., & SCHMELZER, R. (1982, April). The counseling model program: Personal attention and flexibility. Paper presented at the International Reading Association, Chicago, IL.

BROZO, W.G., & SCHMELZER, R. (1981, October). developmental learning: A skills therapy approach. Paper presented at the College Reading Association, Louisville, KY. State/Regional

BROZO, W.G. (2013, April). Ensuring all students expand their literacy through responsive RTI practices. Featured Speaker at the Virginia Reading Association Conference, Virginia Beach, VA.

BROZO, W.G. (2013, March). RTI and adolescent Literacy: Responsive

instruction for all. Featured Speaker at the Michigan State Reading Association Conference, Grand Rapids, MI.

BROZO, W.G. (2013, February). Ensuring content literacy for all in an

effective RTI program; Reading is a guy thing: Closing the achievement gap for boys. Featured Speaker at the Wisconsin State Reading Association Conference, Milwaukee, WI.

BROZO, W.G. (2012, October). Closing the achievement gap for boys: What

literacy leaders need to know. 3rd Annual Literacy Coaching Symposium. Fredericksburg, VA.

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BROZO, W.G. (2012, March). Closing the Reading Achievement Gap for Boys: Honoring Diversity and Building Capacity; RtI for Secondary Literacy: Effective Strategies for All Students. Featured Speaker presentations at the Illinois Reading Council Conference, Springfield, IL.

BROZO, W.G. (2011, June). Reframing RTI as Responsive Literacy Instruction for All Adolescent Readers. Keynote address at the Penn State York Summer Institute, York, PA. Keynote address and Featured session at the Response to Intervention Summer Institute, Baton Rouge, LA. BROZO, W.G. (2011, June). RTI and the Adolescent Reader: Responsive Literacy Practice in Secondary Schools; RTI for Secondary Literacy: Effective Strategies for All Students. Keynote Speaker presentation at Penn State York’s Summer Institute, York, PA. BROZO, W.G. (2011, March). Reading Is A Guy Thing: Closing The Achievement Gap For Boys; Expanding Content Literacy Through Principled Practices: Meeting The Needs Of Struggling Adolescent Readers. Keynote address and Featured session at the State of Maryland International Reading Association Council Conference, Baltimore, MD.

BROZO, W.G. (2011, January). Helping Students with Disabilities Apply Content Literacy Strategies in Inclusive Settings: Tips for Special Educators. Featured speaker address at the Louisiana CEC Super Conference. Lafayette, LA. BROZO, W.G. (2010, November). Disciplinary Literacy Cometh: Informational Reading and the Common Core Standards. Keynote address at the Arkansas Curriculum Conference. Little Rock, AR. BROZO, W.G. (2010, October). Expanding Content Literacy through Principled Practices: Meeting the Needs of Struggling Adolescent Readers; Reading is a Guy Thing: Closing the Achievement Gap for Boys. Featured Speaker and General Session address at the Kentucky Reading Association Conference, Lexington, KY.

BROZO, W.G. (2010, July). Boys to readers: Closing the achievement gap

with engaging texts and engaging practices; Motivating students to read in the content classroom: Five evidence-based principles. Keynote speaker presentations at the Linking Literacies: Teaching and Learning in a Digital Age Conference, Boone, NC.

BROZO, W.G. (2010, June). Content literacy and the common core

standards. Presented at the Louisiana Department of Education. Baton Rouge, LA.

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BROZO, W.G. (2010, March). Closing the Reading Achievement Gap for Boys: Engaging Texts, Engaging Practices; Motivating Students to Read in the Content Classroom: Five Evidence-Based Principles to Guide Practice. Featured speaker presentations at the Michigan Reading Association Annual Conference, Detroit, MI.

BROZO, W.G. (2009, September). Reading the world and the word: Literacy

strategies for science. Presentation at the Duval County Reading Council, Jacksonville, FL.

BROZO, W.G. (2009, August). Reading is a guy thing: Closing the achievement gap for boys; Motivating students to read in the content classroom: Six evidence-based principles. Keynote address and break-out presentation at the Northwest Montana Reading Council Conference, Kalispell, MT.

BROZO, W.G. (2009, May). To read or not to read: Engaging practices to motivate reluctant readers. Keynote address at the Exemplars in Secondary Instruction Conference, William Patterson University, Wayne, NJ.

BROZO, W.G. (2009, February). The adolescent literacy landscape: Trends and issues. Paper presented at the Annual Conference of the Virginia State Reading Association. Crystal City, VA. BROZO, W.G. (2008, October). Reading is a guy thing: Closing the achievement gap for boys; Motivating students to read in the content classroom: Six evidence-based principles. Keynote address and break-out presentation at the Montana State Reading Council Conference, Great Falls, MT.

BROZO, W.G. (2008, June). Raising the Reading Achievement of Adolescents: Evidence-Based Principles to Guide Policy and Practice. Presentation at the Just Read, Florida! K-12 Leadership Conference. Orlando, FL.

BROZO, W.G., & GASKINGS, C. (2008, July). Expanding Academic Literacy

in Mathematics and Science: Gender Appropriate Practices. Presentation at the From Vision to Practice Fourth Annual Academy: Growing SySTEMic Literacy Across the Content Areas. Richmond, Virginia.

BROZO, W.G. (2008, March). Making reading a guy thing. 4th Annual

Adolescent Literacy Fair. Williamsburg, VA. BROZO, W.G. (2007, November). Principled Practices of Content Literacy:

Meeting the Needs of Diverse Learners. Louisiana Reading Association Annual Conference, Baton Rouge.

William G. Brozo 18

BROZO, W.G. (2007, October). Expanding Literacy for Adolescents in Louisiana through Principled Reform (keynote); Expanding Content Literacy in Louisiana through Principled Practices. Southeastern Regional Gear Up Conference in New Orleans, Louisiana.

BROZO, W.G. (October 2007). Content Literacy for Teachers and Coaches.

Louisiana Department of Education, Baton Rouge. BROZO, W.G. (2007, July). Reading is a guy thing: Closing the reading

achievement gap for boys. Presentation at the Vision to Practice Third Annual Academy: Literacy Beyond the Early Years. Richmond, VA.

BROZO, W.G. (2007, June). Boys and Reading: Engaging Teen and Preteen

Boys in Literacy. 11th Annual Teaching and Learning Institute, Columbia, MO. BROZO, W.G. (2007, February). Closing the reading achievement gap for

boys by viewing them as a resource. Keynote presentation at the Will County Reading Council/Illinois Secondary Reading League, Chicago, IL.

BROZO, W.G. (2006, October). Principled practices for adolescent literacy.

Keynote presentation at the Adolescent Reading Network, Denver, CO. BROZO, W.G. (2006, October). Principled practices for adolescent literacy:

Implications for teacher education. University of Colorado-Denver, Denver, CO.

BROZO, W.G. (2006, September). Adolescent literacy: Principles to guide policy and practice. National Governors Association Work Group, Orlando, FL. BROZO, W.G. (2006, July). Luncheon keynote speaker. Just Read, Florida! K-12 Literacy Leadership Conference, Orlando, FL.

BROZO, W.G. (2006, March). Boys and books: Closing the reading achievement gap. Paper presented at the Illinois Reading Council Annual Conference, Springfield, IL.

BROZO, W.G. (2005, June). Boys and books: Making room for literacy in

masculine identities. Paper presented at the Northern Illinois Reading Council Summer Reading Conference, DeKalb, IL.

BROZO, W.G. (2005, June). Successful meaning making for adolescent

readers. Paper presented at the 9th Annual Teaching and Learning Conference, Columbia, MO.

William G. Brozo 19

BROZO, W.G. (2005, February). The right stuff at the right level in the right ways: Building literacy into boys’ masculine identities. Paper presented at the Colorado Council of the International Reading Association, Denver, CO.

BROZO, W.G. (2005, February). Boys and reading: Achieving compatibility. Paper presented at the Virginia State Reading Association, Crystal City, VA.

BROZO, W.G. (2004, December). Attribution theory reconsidered:

corroborating struggling readers’ explanations for academic failure. Paper presented at the National Reading Conference, San Antonio, TX.

BROZO, W.G., & PUCKETT, K. (2004, October). Assistive technology

mediated content literacy strategies: Teacher innovations and perceptions. Paper presented at the College Reading Association, Del Rey Beach, FL.

BROZO, W.G. (2004, June). Literacy in the secondary school. Paper presented at the 8th Annual Teaching and Learning Conference, Columbia, MO.

BROZO, W.G. (2003, October). The right stuff at the right level: Building literacy into boys' masculine identities. Paper presented at the IRA Midwest Regional Conference, Des Moines, IA.

BROZO, W.G. (2003, July). A common shoulder to the wheel: Creating a

schoolwide literacy effort at the secondary level. Paper presented at the University of Southern Mississippi Annual Reading Conference, Hattiesburg, MS.

BROZO, W.G. (2003, February). Evidence-based reading instruction for all

students in inclusive settings. Paper presented at the Annual Principals Forum, Nashville & Knoxville, TN.

BROZO, W.G. (2001, June). Better readers are better students. Paper

presented at the Maryland Summer Reading Institute, Baltimore, MD.

BROZO, W.G. (2000, December). To be a man, to be a reader: Reclaiming our culture of letters. Paper presented at a meeting of the Institute for Children’s and Young Adult Literature, University of Tennessee.

BROZO, W.G. (2000, September). A case for improving literacy for boys; Literacy needs in the Southeast: A teacher education perspective. Papers presented at the Southeastern Literacy Consortium, Athens, Georgia.

BROZO, W.G. (1999, March). Literacy and sense: Teaching reading in an era of political conformity. Paper presented at the Texas State Reading Association, Houston, TX.

William G. Brozo 20

BROZO, W.G. (1998, March). Walking the line: Balanced reading programs from multiple perspectives. Paper presented at the Texas State Reading Association, El Paso, TX.

BROZO, W.G., & SCHMELZER, R. V. (1995, November). The cognitive process model of competent readers; Wildmen, lovers, and warriors: Male archetypes in literature for boys. Papers presented at the Great Lakes and Southeast Regional Conference of the International Reading Association, Nashville, TN.

BROZO, W.G. (1995, November). Lessons from the field: Classroom research and college reading. Paper presented at the Conference for Academic Skills Programs, Corpus Christi, TX.

BROZO, W.G. (1995, April). Holistic learning: Transforming a philosophy into practice. Paper presented at the Focusing on Literacy Connections Conference, Texas A&M University-Corpus Christi.

BROZO, W.G. (1995, March). Expanding literacy for Hispanic American students with culturally-relevant trade books. Paper presented at the South Regional Texas State Reading Association Institute, Brownsville, TX.

BROZO, W.G. (1995, March). Trade books across the curriculum. Paper

presented at the Texas State Reading Association, Houston, TX.

BROZO, W.G. (1995, February). Children's literature: The key to lively content learning. Paper presented at the Student/Beginning Reading Conference, Nacogdoches, TX.

BROZO, W.G. (1994, January). Educating the heart and the mind: Trade books in the content classroom. Paper presented at the Texas State Reading Association, Amarillo, TX.

BROZO, W.G. (1991, October). Who is "at risk "? A critical literacy

perspective. Paper presented at the Midwestern Region International Reading Association, Grand Rapids, MI.

BROZO, W.G., MOJE, E.B., & HAAS, J. (1991, March). The evolving personne totale: Portfolios in French IV. Paper presented at the Michigan Reading Association, Grand Rapids, MI.

BROZO, W.G. (1990, October). Critical literacy: A socio-political framework for literacy pedagogy. Paper presented at the Conference on Perspectives on Literacy in the 90s, Eastern Michigan University, Ypsilanti, MI.

William G. Brozo 21

BROZO, W.G. (1990, March). Transforming secondary classrooms into holistic environments. Paper presented at the Michigan Reading Association, Grand Rapids, Ml.

BROZO, W.G. (1989, June). Trade book and textbook: A symbiosis. Paper presented at the Eastern Michigan University Annual Summer Reading Conference, Ypsilanti, MI.

BROZO, W.G. (1989, March). Lessons for the heart and the mind: Teaching

with trade books and textbooks. Paper presented at the Michigan Reading Association, Grand Rapids, MI.

BROZO, W.G., & STAHL, N. (1988, November). Content analysis of college reading materials. Paper presented at the Michigan College Reading Council, Kalamazoo, MI.

BROZO, W.G. (1987, February). Writing for publication. Paper presented at

the Illinois Reading Council, Peoria, IL. BROZO, W.G. (1986, November). Reading--a critical skill for high school

students. Paper presented at the Illinois Association of School Boards, Chicago, IL.

BROZO, W.G. (1986, November). Current methods of secondary and postsecondary vocabulary instruction: A content and critical analysis. Paper presented at the Illinois Secondary Reading League, Rosemont, IL.

BROZO, W.G., & TOMLINSON, C. (1986, February). Educating the heart

and the mind: using children's literature in content classrooms. Paper presented at the Illinois Reading Council, Peoria, IL.

BROZO, W.G. (1985, November). Connecting text: A readinglwriting strategy

in the content classroom. Paper presented at the Illinois Secondary Reading League, Oak Brook, IL.

BROZO, W.G., & STAHL, N. (1985, November). The doctoral dissertation: An

avenue for chronicling the history of college reading. Paper presented at the Annual Conference of the Southeastern Region of the International Reading Association, Nashville, TN.

BROZO, W.G., & STAHL, N. (1985, March). A content analysis of adjunct vocabulary materials used in college reading programs. Paper presented at the Illinois Reading Council, Peoria, IL.

BROZO, W.G., & SCHMELZER, R. (1984, November). Diagnostic

assessment of secondary and adult reading problems: a prescriptive model. Paper

William G. Brozo 22

presented at the Southeastern Region of the International Reading Association, Lexington, KY.

BROZO, W.G. (1984, March). Issues in college developmental reading. Paper

presented at the South Carolina International Reading Association, Columbia, SC.

BROZO, W.G., SCHMELZER, R. (1983, October). The relationship of

personality type to reading achievement in college reading improvement courses. Paper presented at the Southeastern Region of the International Reading Association, Birmingham, AL.

BROZO, W.G., & STAHL, N. (1983, April). Textbook study methods

reconsidered. Paper presented at the Georgia Developmental Studies Association, Atlanta, GA.

BROZO, W.G., & STAHL, N. (1983, March). Innovative techniques for

vocabulary development. Paper presented at the Georgia State International Reading Association, Atlanta, GA.

BROZO, W.G., & SCHMELZER, R. (1982, November). Differential study

behaviors for outstanding and failing university students. Paper presented at the Southeastern Region of the International Reading Association, Biloxi, MS.

BROZO, W.G. (1981, February). Fostering transfer learning with content

relevant learning aids. Paper presented at the South Carolina International Reading Association, Columbia, SC.

BROZO, W.G., SCHMELZER, R., & JENSEN, G. (1980, November).

Effective reading in the professional schools using an information processing model. Paper presented at the Southeastern Region of the International Reading Association, Norfolk, VA. Local BROZO, W.G. (2012, May). Common Core inspired literacy strategies for ELA and Social Studies. Presentation to Fulton County Schools, Atlanta, GA.

BROZO, W.G. (2012, February). Content Literacy Strategies. Presentation to Houston County Schools, Perry, GA.

BROZO, W.G. (2011, December). Helping boys become engaged and competent readers. Presentation to Cluster VIII Administrators, Fairfax County Public Schools, Fairfax, VA.

William G. Brozo 23

BROZO, W.G. (2011, June). Creating a School-Wide Literacy Effort; Literacy Strategies Across the Curriculum; Writing to Learn in Science and Social Studies. Presentations to teachers and teacher leaders in Forsyth County, Georgia, Cumming, GA.

BROZO, W.G. (2011, May). Boys to readers: Closing the achievement gap

with engaging texts and engaging practices. South Central Reading Council, York, PA.

BROZO, W.G. (2011, March). Effective strategies for content area writing; Effective strategies for content area writing: What teacher leaders should know. Presentations to teachers and teacher leaders in Forsyth County, Georgia, Cumming, GA. BROZO, W.G. (2011, January). Content literacy. Presentation in West Baton Rouge, LA.

BROZO, W.G. (2010, June). Content literacy. Presentations in Monroe, Nachitoches, and Baton Rouge, LA.

BROZO, W.G. (2010, May). Increasing engagement and building reading

capacity in boys book clubs. Presentation to Forsyth County Independent School District, Cummins, GA.

BROZO, W.G. (2010, January). Closing the reading achievement gap for

boys: Engaging texts, engaging practices. Parkside Elementary School, Fredericksburg, VA.

BROZO, W.G. (2009, August). A common shoulder to the wheel: Creating a schoolwide literacy effort. Presentation to Zachary Community School District, Zachary, LA.

BROZO, W.G. (2009, February). The adolescent literacy landscape: Trends and issues. Presentation to Manassas Park Schools. Manassas, VA.

BROZO, W.G. (2007, February) Making reading and writing a boy thing. Presentation at Kent Gardens Elementary School, Falls Church, VA.

BROZO, W.G. (2007, March). Helping boys find entry points to reading. Presentation for Greece Central School District, Rochester, NY.

BROZO, W.G. (2007, August). Content area literacy for today’s youth.

Presentation for St. Bernard Parish, Chalmette, LA.

William G. Brozo 24

BROZO, W.G. (2006, August). Content Literacy for Today’s Adolescents: Honoring Diversity and Building Competence. Loudoun County Professional Development Conference, Sterling, VA.

BROZO, W.G. (2005, August). A common shoulder to the wheel: Creating a

schoolwide literacy effort. Paper presented at Oakton High School, Vienna, VA. BROZO, W.G. (2005, August). Boys and books: Making room for reading in

masculine identities. Paper presented at the Fairfax County Public Schools Literacy and Library Forum, Fairfax, VA.

BROZO, W.G. (1999, April). Teaching reading in an era of political

conformity. Paper presented at the 5th Annual Texas A&M University-Corpus Christi Reading Conference, Corpus Christi, TX.

BROZO, W.G. (1992, June). Holistic learning in secondary schools:

Transforming a philosophy into practice; Educating the heart and the mind: Trade books in content classrooms. Paper presented at the Northern Illinois Reading Council, St. Charles, IL.

BROZO, W.G. (1989, November). Educating the heart and the mind:

Integrating trade books and textbooks in content classrooms. Paper presented at the Washtenaw Reading Council, Ypsilanti, MI.

BROZO, W.G. (1988, September). Whole language in home education. Paper presented at the Clonlara Home Education Seminar, Ann Arbor, MI.

PUBLICATIONS Books BROZO, W.G., MOORMAN, G., & MEYER, C. (in press). Graphic novels in the disciplines: Building knowledge and honoring diversity. Teachers College Press.

BROZO, W.G. (2011). RTI and the adolescent reader: Responsive literacy instruction in secondary schools. New York: Teachers College Press/International Reading Association.

BROZO, W.G., & AFFLERBACH, P. (2011). Adolescent literacy inventory: Grades 6-12. Boston: Allyn & Bacon.

William G. Brozo 25

BROZO, W.G. (2010). To be a boy, to be a reader: Engaging teen and preteen boys in active literacy (2nd ed.). Newark, DE: IRA).

FISHER, D., BROZO, W.G., FREY, N., & IVEY, G. (2011). 50 instructional

routines to develop content literacy (earlier edition: 50 content area strategies for adolescent literacy). Boston: Pearson.

ZAMBO, D., & BROZO, W.G. (2009). Bright beginnings for boys: Engaging young boys in active literacy. Newark, DE: International Reading Association.

BROZO, W.G., & PUCKETT, K. (2009). Supporting content area literacy with

technology. Allyn & Bacon. BROZO, W.G., & SIMPSON, M.L. (2007). Content literacy for today’s adolescents: Honoring diversity and building competence. Upper Saddle River, NJ: Merrill/Prentice Hall.

STURTEVANT, E., BOYD, F., BROZO, W., HINCHMAN, K., ALVERMANN, D., & MOORE, D. (2006). Principled practices for adolescent literacy: A framework for instruction and policy. Mahwah, NJ: Lawrence Erlbaum.

BROZO, W.G., & SIMPSON, M.L. (2003). Readers, teachers, learners:

Expanding literacy across the content areas (4th ed). Columbus: OH: Merrill/Prentice Hall. BROZO, W.G., SCHMELZER, R.V., & ANDREWS, D. (1984). Setting the pace: A speed, comprehension, and study skills program. Columbus, OH: Merrill. Chapters and Anthologized Work

BROZO, W.G. (in press 2013). Assessment for responsive adolescent literacy instruction. In K. Hinchman & H. Sheridan-Thomas (Eds.), Best Practices in Adolescent Literacy Instruction (2nd ed). NY: Guilford.

BROZO, W.G. (in press 2013). Investing in youth by investing in teachers:

Transforming adolescent literacy through responsive professional development. In D. Quatroche, L. Martin, & K. Bauserman (Eds.), The Handbook of Professional Development, PK-12: Successful Models and Practices. NY: Guilford.

BROZO, W.G. (2013). The many faces of Dane: Viewing boys as a resource

in their own literacy development. In N. Nilsson & S. Gandy (Eds.), Struggling readers can succeed: Teaching solutions based on real kids in classrooms and communities. Information Age Publishing.

William G. Brozo 26

BROZO, W.G. (2013). Outside interest and literate practices as contexts for increasing engagement and critical reading for adolescent boys (pp. 3-12). In B. Guzzetti & T. Bean (Eds.), Adolescent literacies and the gendered self: (Re) constructing gender through global literacy practices and policies. NY: Routledge.

BROZO, W.G., & GASKINS, C. (2009). Engaging texts and literacy practices for adolescent boys (pp. 170-186). In K. Wood & W. Blanton (Eds.), Literacy instruction for adolescents: Research-based practice. NY: Guilford.

BROZO, W.G. (2007). Helping boys find entry points to lifelong reading:

Book clubs and other strategies for struggling adolescent males (pp.304-318). In J. Lewis & G. Moorman (Eds.), Adolescent literacy instruction: Policies and promising practices. Newark, DE: International Reading Association.

BROZO, W.G. (2007). Authentic contexts for developing language tools

in vocational education (pp.349-361). In J. Flood, D. Lapp, & Farnan, N. (Eds), Content area reading and learning: Instructional strategies (3rd ed.). Mahwah, NJ: Erlbaum. BROZO, W.G. (2005). My brilliant invention. In J. Scieszka (Ed.), Guys write for guys read. New York: Viking.

BROZO, W.G., & HARGIS, C. (2005). Taking seriously the idea of reform: One high school’s efforts to make reading more responsive to all students. In P. Shannon & J. Edmondson (Eds.), Reading education policy. Newark, DE: International Reading Association.

BROZO, W.G. (2000). Hiding out in secondary content classrooms: Coping

strategies of unsuccessful readers. In D. Moore, D. Alvermann, & K. Hinchman (Eds.), Struggling adolescent readers: A collection of teaching strategies. Newark, DE: International Reading Association.

BROZO, W.G., VALERIO, P.C., & SALAZAR, M. (2000). A walk through

Gracie's garden: Literacy and cultural explorations in a Mexican American junior high school. In D. Moore, D. Alvermann, & K. Hinchman (Eds.), Struggling adolescent readers: A collection of teaching strategies. Newark, DE: International Reading Association.

SCHMELZER, R.V., BROZO, W.G., & STAHL, N.A. (1994). Using a learning model to integrate study skills into a peer tutoring program. In M. Maxwell (Ed.), From access to success. Clearwater, FL: H&H Publishing Co.

KING, J.R., & BROZO, W.G. (1992). Critical literacy and the pedagogies of empowerment. In A. Frager & J. Miller (Eds.), Using inquiry in reading education. Oxford, OH: College Reading Association.

William G. Brozo 27

Articles

BROZO, W.G., MEYER, C., MOORMAN, G., & STEWART, T. (2013). Content area reading and disciplinary literacy: A case for the radical center. Journal of Adolescent & Adult Literacy, 56(5), 253-257.

BROZO, W.G. (2012). Book clubs as contexts for boys literacy development.

SCIRA Läsning, 37(2), 10-11. BROZO, W.G., & MAYVILLE, M. (2012). Reforming secondary disciplinary

instruction with graphic novels. New England Reading Association Journal, 48(1), 11-21.

BROZO, W.G., (2012, June/July). The PISA/PIRLS Task Force: Member

country highlights from PISA. Reading Today, 29(6), 11-13.

BROZO, W.G. (2012, March). Building bridges for boys: Graphic novels in the content classroom. Journal of Adolescent & Adult Literacy, 55(6), 550.

BROZO, W.G. (2011, November ). Reading to build knowledge for

disciplinary learning. Engage. engage.reading.org BROZO, W.G. (2011, June ). The inquisitive student: Prompting purposeful

questions. Engage. engage.reading.org BROZO, W.G. (2010, October). The role of content literacy in an effective

RTI program. The Reading Teacher, 64(2), 147–150. BROZO, W.G., FISHER, D. (2010). Literacy starts with the teachers.

Educational Leadership, 67(6), 74-77. FLYNT, S., & BROZO, W.G. (2010). Visual literacy and the content

classroom: A question of now not when. The Reading Teacher. 63(6), 526-528. BROZO, W.G., & PRATT-FARTRO, T. (2009/2010). Book review: Raising the

grade: How high school reform can save our youth and our nation; The implementation gap: Understanding reform in high schools. Journal of Adolescent & Adult Literacy, 53, 345-347.

BROZO, W.G. (2009/2010). Response to intervention or responsive instruction? Challenges and possibilities of RTI for adolescent literacy. Journal of Adolescent & Adult Literacy, 53, 277-281.

BROZO, W.G., & FLYNT, S. (2009). Content reading in four European Union countries. The Reading Teacher, 63(2), 170-173.

William G. Brozo 28

BROZO, W.G., & BROZO, C.L. (2009). From manga to Macbeth: Building bridges to academic texts. International School, 11, 25-26.

PUCKETT, K., JUDGE, S., & BROZO, W.G. (2009). Integrating content

area literacy and assistive technology: A teacher development institute. Southeastern Teacher Education Journal, 2(2), 27-38.

FLYNT, S., & BROZO, W.G. (2009). It’s all about the teacher. The Reading

Teacher, 62(6), pp. 536–538.

BROZO, W.G., & FLYNT, S. (2008). Motivating students to read in the content classroom: Six evidence-based principles. The Reading Teacher. 62(2), 172-174. BROZO, W.G. (2008). Four ways to make strategic moves happen: The role of school leaders. Thinking Classroom/Peremena, 9(4), 43-45.

BROZO, W.G. (2008). Developing academic vocabulary. Thinking Classroom/Peremena, 9(3), 46-48.

BROZO, W.G. (2008). Teaching students to read and communicate in

science and mathematics. Thinking Classroom/Peremena, 9(2), 46-48. FLYNT, S., & BROZO, W.G. (2008). Developing academic language: Got

words? The Reading Teacher, 61, 500-502.

BROZO, W.G., SHIEL, G., & TOPPING, K. (2007/2008). Engagement in reading: Lessons learned from three PISA countries. Journal of Adolescent & Adult, Literacy, 51, 304-315.

BROZO, W.G., & FLYNT, S. (2007). Content literacy: Essential toolkit

elements. The Reading Teacher, 61, 192-194. BROZO, W.G., & GASKINS, C. (2007). Assessment for learning:

Monitoring student progress through classroom-based assessment. Thinking Classroom/Peremena, 8(4), 44-46. BROZO, W.G. (2007). Comprehending nonfiction texts: Four dimensions and strategies. Thinking Classroom/Peremena, 8(3), 44-46.

BROZO, W.G. (April 2007). Strategic teaching with realworld texts. Thinking Classroom/Peremena, 8(2), 38-39.

BROZO, W.G. (January 2007). Principled practices for strategic teaching. Thinking Classroom/Peremena, 8(1), 46-48.

William G. Brozo 29

BROZO, W.G. (Fall 2006). Keeping perspective on international literacy studies. College of Education and Human Development Magazine, 22-23.

BROZO, W.G. (July 2006). Popular music in the classroom. Thinking

Classroom/Peremena, 7, 43-45.

BROZO, W.G. (2006). Bridges to literacy for boys. Educational Leadership, 64, 71-74. BROZO, W.G., & CALO, K. (April 2006). Teaching with informational text to engage young learners: Making our thinking explicit. Thinking Classroom/Peremena, 7, 22-25.

BROZO, W.G. (2006). Tales out of school: Accounting for adolescents in a literacy reform community. Journal of Adolescent & Adult Literacy, 49, 410-418.

BROZO, W.G. (2006). WebQuests: Supporting inquiry learning with

primary sources. Thinking Classroom/Peremena, 7, 47-48. BROZO, W.G. (2005). Avoiding the “fourth-grade slump”. Thinking

Classroom/Peremena, 6, 48-49. PUCKETT, K., & BROZO, W.G. (2005). Using assistive technology to teach

content area literacy strategies to students with disabilities. In J.R. Dugan, P. Linder, M.B. Sampson, B. Brancato, & L. Elish-Piper (Eds.), Celebrating the power of literacy: College Reading Association Yearbook (pp.462-479). Commerce, TX: Texas A&M Univeristy-Commerce.

BROZO, W.G. (2005). Connecting with students who are disinterested and inexperienced. Thinking Classroom/Peremena, 6, 42-43.

BROZO, W.G. (2005). Helping students find entry points to literacy.

Thinking Classroon/Peremena, 6, 45-46. BROZO, W.G. (2005). It’s okay to read, even if other kids don’t: Learning

about and from boys in a middle school book club. The California Reader, 38, 5-13.

BROZO, W.G. (2005). Book review: Adolescents and literacies in a digital

world. Journal of Literacy Research, 36, 533-538.

BROZO, W.G. (2004). Gaining and keeping students’ attention. Thinking Classroom/Peremena, 5, 38-39.

William G. Brozo 30

BROZO, W.G. (2004). Bringing all students into the conversation. Thinking Classroom/Peremena, 5, 42-43.

BROZO, W.G. (2004). Creating opportunities for generative review. Thinking

Classroom/Peremena, 5, 47-48. HINCHMAN, K., ALVERMANN, D., BOYD, F., BROZO, W.G., & VACCA, R.

(2003/04). Supporting older students’ in- and out-of-school literacies. Journal of Adolescent & Adult Literacy, 47, 304-310. BROZO, W.G., & HARGIS, C. (2003). Using low-stakes reading assessment. Educational Leadership, 61, 60-64. BROZO, W.G. (2003). Making word learning memorable. Thinking Classroom/Peremena, 4, 47-48.

BROZO, W.G., & HARGIS, C. (2003). Use it or lose it: Three strategies to increase time spent reading. Principal Leadership, 4, 36-40.

BROZO, W.G. (2003). Strategic moves: Writing to learn with SPAWN prompts. Thinking Classroom/Peremena, 4, 44-45.

BROZO, W.G., & HARGIS, C. (2003). Taking seriously the idea of reform: One high school’s efforts to make reading more responsive to all students. Journal of Adolescent & Adult Literacy, 43, 14-23.

BROZO, W.G. (2003). Role-playing: An effective readiness to learn strategy.

Thinking Classroom/Peremena, 4, 43-45.

BROZO, W.G. (2003). Teenage boys and high school English. Journal of Adolescent & Adult Literacy, 46, 49-51.

BROZO, W.G., WALTER, P., & PLACKER, T. (2002). “I know the difference

between a real man and a TV man”: A critical exploration of violence and masculinity through literature and the media in a junior high school in the ‘hood. Journal of Adolescent & Adult Literacy, 45, 530-538.

BROZO, W.G., RICARD, R., & CASSIDY, J., COLLINS, S., & COFFEE, D. (2002). Teacher degrees and student achievement in reading: Folkwisdom revisited. Tennessee Reading Teacher, 30, 2-5.

PEYTON-YOUNG, J., & BROZO, W.G. (2001). Conversation: Boys will be boys, or will they? Reading Research Quarterly, 36, 316-325.

William G. Brozo 31

CASSIDY, J., BROZO, W.G., & CASSIDY, D. (June 2000). Literacy at the millennium. Reading On-Line (www.readingonline.org)

BROZO, W.G., & SCHMELZER, R.V. (1997). Wildmen, warriors, and lovers: Reaching boys through archetypal literature. Journal of Adolescent & Adult Literacy, 41, 4-11. BROZO, W.G., VALERIO, P.C., & SALAZAR, M. (1996). A walk through Gracie's garden: Literacy and cultural explorations in a Mexican-American junior high school. Journal of Adolescent & Adult Literacy, 40, 164-170.

BROZO, W.G., KING, J.R., & STAHL, N.A. (1996). Tracking thinking while reading: A strategy for improving metacomprehension. Research and Teaching in Developmental Education, 13, 19-31.

BROZO, W.G. (1995). Literacy without "risk": Reconsidering cultural and

curricular differentiation in literacy. The State of Reading, 2, 5-11.

BROZO, W. G., BROBST, A., & MOJE, E. (1994-95). A personal view of teacher change. Childhood Education, 71, 70-73. BROZO, W. G., & BROZO, C.L. (1994). Literacy assessment in standardized and zero-failure contexts. Reading and Writing Quarterly, 10, 189-200.

MOJE, E., BROZO, W.G., & HAAS, J. (1994). Portfolios in high school classrooms: Challenges to change. Reading Research and Instruction, 33, 275-292.

STAHL, N., HENK, W., & BROZO, W. (1993-94). Evaluative criteria for college reading-study research. In A. Scales, & B. Brown (Eds.), Innovative learning strategies, Eleventh Biennial Yearbook. Pittsburgh, PA: College Reading Improvement Special Interest Group, International Reading Association.

POLAKOW, V., & BROZO, B. (1993). Deconstructing the "at-risk" discourse: Power, pedagogy, and the politics of inequity: Special section editors' introduction. The Review of Education, 15, 217-221.

STAHL, N.A., BROZO, W.G., SMITH, B.D., HENK, W.A., & COMER,

N. (1991). Effects of teaching generative vocabulary strategies in the college developmental reading program. Journal of Research and Development in Education, 24, 24-32.

BROZO, W. G. (1990). Hiding out in secondary content classrooms: Coping strategies of unsuccessful readers. Journal of Reading, 33, 324-328.

William G. Brozo 32

BROZO, W.G., (1990). The learning mystique: Book review. Reading Research and Instruction, 29, 71-72.

STAHL, N.A., HYND, C., & BROZO, W.G. (1990). The development and validation of a comprehensive list of primary sources in college reading instruction. Reading Horizons, 31, 22-34. BROZO, W. G. (1990). Learning how at-risk readers learn best: A case for interactive assessment. Journal of Reading, 35, 324-329. KING, J.R., STAHL, N.A., & BROZO, W.G. (1988). Quality assessments of prospective teachers: Surveys of previous and present practices. Illinois Schools Journal. BROZO, W.G. (1988). Applying a reader response heuristic to expository text. Journal of Reading, 32, 140-145. STAHL, N.A., SMIPSON, M.L., & BROZO, W.G. (1988). Content analyses of materials for college reading: An historical perspective. Reading Research and Instruction, 27, 16-34. BROZO, W.G., & BROZO, C.L. (1987). Unskilled college readers' comprehension of connected and disconnected text. Research and Teaching in Developmental Education, 4, 21-26. BROZO, W.G., & CURTIS, C.L. (1987). Coping strategies of four successful learning disabled college students: A case study approach. In J. Readence and RS. Baldwin (Eds.), Thirty-sixth yearbook of the National Reading Conference.

SCHMELZER, R. V., SCHMELZER, C., FIGLER, R.A., & BROZO, W. G. (1987). Using the critical incident technique to determine reasons for success and failure of university students. Journal of College Student Personnel, 28, 261-266.

STAHL, N.A., BROZO, W.G., & SIMPSON, M.L. (1987). Developing college vocabulary: A content analysis of instructional materials. Reading Research and Instruction, 26, 203-221. BROZO, W.G., & JOHNS, J.L. (1986). A content and critical analysis of forty speed-reading books. Journal of Reading, 30, 242-247. BROZO, W.G., & TOMLINSON, C. (1986). Literature: The key to lively content courses. The Reading Teacher, 40, 288-292.

BROZO, W.G. (1986). Improving reading in science (2nd ed.): book review.

Forum for Reading.

William G. Brozo 33

BROZO, W.G. (1986). Recognizing and manipulating connectives: A reading/writing strategy for secondary students. Reading Improvement, 23, 7-11. STAHL, N.A., BROZO, W.G., HENK, W., & SICKELE, M. (Winter 1985-86). Developing independent learners: Strategies and tactics for mastery of text. Reading in Virginia, 4-9. BROZO, W.G., STAHL, N.A., GORDON, B. (1985). Training effects of summarizing, item writing and knowledge of information sources on reading test performance. In J. Niles and R. Lalik (Eds.), Thirty-fourth yearbook of the National Reading Conference. BROZO, W.G. (1986). Making the connection: Writing in the content areas. Journal of Reading, 29, 357-359. BROZO, W. G., & STAHL, N.A. (1985). Focusing on standards: A checklist for rating competencies of college reading specialists. Journal of Reading, 28, 310-314.

SCHMELZER, R. V., BROZO, W. G., & STAHL, N.A. (1985). Using a learning model to integrate study skills into a peer-tutoring program. Journal of Developmental Education, 8, 2-5. BROZO, W.G., & SCHMELZER, R. V. (1985). Faculty perceptions of student behaviors: A comparison of two universities. Journal of College Student Personnel, 26, 229-234. KING, JR., STAHL, N.A., & BROZO, W.G. (Fall/Winter 1984-85). Integrating study skill and orientation courses. Forum for Reading, 6-13. BROZO, W.G., SCHMELZER, R.V., & SPIRES, H.A. (1984). A study of test-wiseness clues in a sample of college teacher-made tests with implications for academic assistance programs. Journal of Learning Skills, 3, 56-68.

STAHL, N.A., BROZO, W.G., GORDON, B. (1984). The professional preparation of college reading and study skills specialists. American Reading Forum Annual Yearbook, 47-50.

STAHL, N.A., BROZO, W.G., & HENK, W. (1984). Evaluative criteria for college reading-study research. In M.D. St. Romain and G. L. Howell (Eds.), Innovative Learning Strategies Sixth Yearbook. College Reading improvement Special Interest Group, International Reading Association.

William G. Brozo 34

STAHL, N.A., & BROZO, W.G. (Fall/Winter 1984-85). Instructional practices of vocabulary development among Georgia post-secondary reading specialists. Georgia Journal of Reading, 21-28. BROZO, W.G. (Spring/Summer 1984). Pre-questions for prose learning with reading anxious college students. Forum for Reading, 71-75.

BROZO, W.G., SCHMELZER, R. V., & SPIRES, H.A. (1983). The reading

anxiety scale: A better predictor of college reading achievement. Journal of Learning Skills, 2, 22-33. BROZO, W.G., SCHMELZER, R.V., & SPIRES, H.A. (1983). The beneficial effect of chunking on good readers' comprehension of expository prose. Journal of Reading, 26, 442-445. BROZO, W.G. (May 1982). Reading and study skills: Book review. Reading World, 358-359.

BROZO, W.G., SCHMELZER, R.V., & THURBER, R. (1982). Differential study skills of successful and failing university students. Journal of Learning Skills, 1, 29-35.

SCHMELZER, R.V., & BROZO, W.G. (1982). A skills therapy approach to developmental learning in college. Journal of Reading, 25, 646-655. ANDREWS, D., BROZO, W. G., & SCHMELZER, R. V. (1982). An analysis of some aspects of functional literacy in a Southern urban community with implications for postsecondary reading centers. In R. Flippo (Ed.), Innovative learning strategies 1981-82 Fifth Yearbook, College Reading Improvement Special Interest Group, International Reading Association. BROZO, W.G., & SCHMELZER, R. V. (1981). Checklist for designing and evaluating secondary learning centers. Journal of Reading, 24, 731-733.

EDITORIAL AND REVIEW BOARDS

Texas Adolescent Literacy Academies Expert Review Board, 2007 – 2011 The Reading Teacher, co-columnist “Content Literacy,” 2007 – present Thinking Classroom/Peremena, columnist “Strategic Moves,” 2002 to 2008 Reading Research Quarterly, editorial review board, 1997 - 2007 Reading Research and Instruction, editorial review board, 1989 to 1993; 1998 to

2006 Journal of Adolescent & Adult Literacy, editorial advisory board, 2001 to 2002;

William G. Brozo 35

2005 to present Reading Research and Instruction, special theme issue on Adolescent Literacy (Fall

2001) The State of Reading, editorial review board, 1996 to 2000 Journal of Adolescent and Adult Literacy, guest reviewer 1996 - 2004 The Review of Education, co-editor of special issue entitled Deconstructing the

At-Risk Discourse: Power, Pedagogy, and the Politics of Inequity, vol. 15, No. 3, 1993

Journal of Reading, editorial review board, 1990 to 1993. Kentucky Reading Journal, editorial review board, 1989 to 1993 National Reading Conference Annual Yearbook, editorial advisory board, 1990, 1991 Illinois Reading Council Journal, editorial advisory board, 1986 to 1988 Innovative Learning Strategies Yearbook, editor advisory board, 1984, 1985 International Reading Association World Congress Program Reviewer, 2006 International Reading Association Convention Program Reviewer, 2003, 2004, 2005 National Reading Conference Program Reviewer, 1989, 1990, 2003, 2004, 2005 College Reading Association Program Reviewer, 1987, 1988, 1989, 1991, 1999

GRANT ACTIVITY

Adolescent Literacy in the Balkans: An Analysis of Bulgarian Secondary Students’ Reading Literacy Achievement and the Economic Future of the State (Summer 2007). George Mason University, $3000, principle investigator. Reading Across the Curriculum, Phase II: A Project to Support Teachers' Continuing Professional Development and Improved Student Learning in District of Columbia Middle and High Schools, (2005-2006). District of Columbia Consortium of Universities, $100,000, co-principle investigator. Project ACCESS: Using Assistive Technology to Access Content Area Literacy in

Special Education, (2003-04). Improving Teacher Quality Grant Program, State of Tennessee Higher Education Commission, $72,000, co-principal investigator.

Principled Practices for a Literate America: A Framework for Literacy and Learning in the Upper Grades. Carnegie Corporation of New York, $50,000, co-principal investigator. Project ACCESS: Using Assistive Technology to Access Content Area Literacy in

Special Education, (2002-03). Improving Teacher Quality Grant Program, State of Tennessee Higher Education Commission, $64,948, co-principal investigator.

Adolescent Literacy in the Baltic: An Analysis of Estonian and American Secondary School Reading Programs and Achievement (2002). University of Tennessee Professional Development Award, $2,780, principal investigator.

William G. Brozo 36

Using Literature to Promote Positive Male Values and Expand Literacy for Seventh-Grade Students in a Low-Income, Mexican-American Junior High School (1999). Texas A&M University Faculty Research Enhancement Grant, $2,000, principal investigator. The Relationship Between the Level of Academic Training of Teachers and the Reading Achievement of Fourth-Grade Students in Selected Regional States (1998). Texas A&M University Faculty Research Enhancement Grant, $2,500, principal investigator. A Year-Long, Qualitative Investigation of the Language Arts Curriculum of an Elementary Charter School, the Seashore Learning Center (1997). Texas A&M University Faculty Research Enhancement Grant, $3,500, principal investigator. Goals 2000: Tuloso-Midway ISD. Co-contributor of K-3 reading/language arts component. Texas Goals 2000 Grant Program (1996). $285,000, consultant. A Qualitative Study of Portfolio Teaching Assessment in a High School Basic- Track English Classroom (1993). Eastern Michigan University, Research Sabbatical, $22,000, principal investigator.

SAMPLE PROFESSIONAL CONSULTING News Report Citations and Interviews

“The Boys at the Back” Christina Hoff Sommers, The New York Times, February 2, 2013, http://opinionator.blogs.nytimes.com/2013/02/02/the-boys-at-the-back/

“Why Boys' Literacy Skills Lag Behind Girls' and How to Bridge the Reading Gap” Deseret News, July 28, 2012, http://www.deseretnews.com/article/765592913/Many-working-to-bridge-wide-gender-reading-gap-in-the-US.html

“Bringing Boys and Books Together Over the Summer” Chicago Tribune, June 7, 2011 “Why Boys Lag Girls in Reading: How to Close the Gap” BAM Radio Network, http://www.jackstreet.com/jackStreet/WIRA.Brozo.cfm “Class Division” Family Circle, September 2009

William G. Brozo 37

“Engaging Boys and Books” The Arizona Republic, February 22, 2009

“Guys Read Guy Books” Scouting, September 2008.

“Where the Boys Are” Society of Children’s Book Writers and Illustrators

Bulletin, May-June 2008

“Reading Crisis? Do Today’s Youth Read Less Than Past Generations?” CQ Researcher, February 2008, cqr20080222c.pdf “Cover to Cover” Washington Times, October 21, 2007

“What’s Hot, What’s Not for 2007” Reading Today, February/March

2007. “Adolescent Literacy: The Hottest Topic” Reading Today, February/March 2007. “Encouraging Literacy for Boys, Parts I & II” ASCD Express, Fall 2006. "What's Hot in Adolescent Literacy 1997-2006" Journal of Adolescent & Adult Literacy, September 2006. "Boys and Books: Boys' Education Stirs Much Debate, Brings Little

Consensus" Reading Today, August/September 2006. “Addressing the Needs of Male Learners” Viewpoints, Spring 2006.

“Engaging Boys in Reading” SCHOOL TALK, Rhode Island Public Television, Satellite Research Channel, www.onworldwide.com, May 25, 2006. “These Tips Might Make Your Son a Reader” Miami Herald, February

23, 2006.

“Boys Trail Girls in Reading: State Test Scores Show Gender Gap at All Level” Concord Monitor, August 29, 2004. “The Governor Takes Reading to a New Level” Channel 7 News, ABC Affiliate, Knoxville, TN, September 2000.

“New Reading Test for First Graders in Texas” Channel 9 News, NBC Affiliate, Corpus Christi, TX, March 1998.

William G. Brozo 38

Series Work Contributing Author, Pearson iLit Program (2011 – present)

Contributing Author, Prentice-Hall Literature (2008 to present) Consultant, Scott Foresman Florida Science (2009 – 2010) Consultant/Author, Jamestown Reading Navigator Program (2005-2008) Consultant, Jamestown World Works Program (2005-2008) Member, National Reading and Language Arts Advisory Council, Glencoe Literature (2005-2008)

Program Development

Laureate Education, Elementary and Secondary Graduate Programs in Literacy (2012-2013)

Sample Grant Review Activity Elva Knight Research Proposals, International Reading Association,

2005-2007 Upward Bound, United States Department of Education, Washington, DC January 1999

Title III, United States Department of Education, Washington, DC April 1998 Student Literacy Corp., United States Department of Education, Washington, DC December 1991

Long-Term State, District, and School Based Consulting Loudoun County Public Schools, Loudoun, VA, 2012-present

State of Louisiana, The Louisiana Literacy Plan, 2006-2012 Forsyth County Schools, Forsyth, GA, 2010 - present DC Public Schools, Reading Across the Curriculum Project, 2005-06

Western Middle School, Louisville, KY, 2003-2004 Horace Maynard Middle School, Maynardville, TN, 2002-2003 Alcoa High School, Alcoa, TN, 2000-2001 Hurst, Euless, Bedford ISD, TX, 1999-2000 Gregory-Portland ISD, TX, 1998-1999 West Oso ISD, TX, 1996-199'7 Flour Bluff ISD, TX, 1995-1996 Livonia Public Schools, MI, 1989-1990

Sample Professional Development Workshops

William G. Brozo 39

Helping Boys Find Entry Points to Reading Greece Central School District, Rochester, NY 2007 Content Literacy for Today’s Adolescents Loudoun County Schools, Loudoun, VA 2006 Literacy in the Secondary School: Math and Science Columbia, MO, 2006 A Common Shoulder to the Wheel: Creating a Schoolwide Literacy Effort Oakton High School, Oakton, VA 2005 Literacy Needs of Adolescent Males Western Middle School, Louisville, KY, 2003 Notetaking from Lecture and Text Taft ISD, TX, October 2002 Portfolio and Alternative Assessment

Taft ISD, TX, 1998-99 West Oso Junior High School, TX, February 1994

Expanding Vocabulary and Developing Concepts

Robstown High School, TX, November 1993 Robstown ISD, TX, January 1994

Expanding Literacy in the Elementary and Middle School: Methods and Materials for Teaching Reading Port Aransas ISD, TX, February 1999 Beeville ISD, TX, August 1998 Dawson Elementary School, TX, January 1998 South Park Middle School, TX, January 1998 Tuloso Midway ISD, TX, Fall 1995 Aransas Pass ISD, TX, Winter 1995 Ella Barnes Elementary School, TX, Fall 1994 Huron Valley Schools, MI, February 1993 Crestwood Public Schools, MI Spring 1992 Heartland Schools, MI, February 1991

William G. Brozo 40

Northville Public Schools, MI, August 1991 Elwell Elementary School, MI, February 1991 Lincoln Elementary School, MI, January 1991 Erickson Elementary School, MI, October 1989 Livoma Public Schools, MI, April 1989 District U-46, Elgin, IL, May 1987 District 129, West Aurora, IL, February 1987 Stockton Elementary School, IL, January 1987

Expanding Literacy in the Secondary School: Methods and Materials for Teaching Content Area Reading

Maynardville Schools, Maynardville, TN, Spring 2003 Beeville ISD, TX, October 1998 Gregory-Portland ISD, TX, October 1997 Woodsboro High School, TX, September 1994 Ypsilanti High School, MI, May 1990 Montrose Schools, MI, May 1989 Glenbook South High School, IL, Fall 1987 Rockford Public Schools, IL, May 1987 Downer's Grove North High School, IL, February 1987 Caroll/Jo-Davies Counties, IL, October 1986

RECENT DOCTORAL COMMITTEES

Archie Hill, Literacy, Chair, George Mason University Marriam Ewaida, Literacy, Co-Chair, George Mason University Kathy Nutt, Literacy, Chair, George Mason University Jonathan Hsu, Higher Education, George Mason University Melissa Mayville, Educational Policy, George Mason University Maria Cruz, Literacy, Chair, George Mason University Courtney Gaskins, Special Education, George Mason University Tamie Pratt-Fartro, Chair, Literacy, George Mason University

SAMPLE SERVICE ACTIVITY Professional Committees Adolescent Literacy Committee, International Reading Association Co-developer and monitor of the monthly "Research Updates" section of the

International Reading Association's website for the Commission on Adolescent Literacy

National Wildlife Federation, Consultant on the feasibility of using the National Wildlife Magazine as a language arts resource PISA/PIRLS Task Force, International Reading Association, co-authored PISA

report; Co-author PISA/PIRLS report in document and PowerPoint formats. Adolescent Literacy Commission, Co-Chair of Research Subcommittee,

International Reading Association

William G. Brozo 41

Publications Committee, International Reading Association Journal of Adolescent & Adult Literacy Advisory Board, International Reading Association Search Committee, Journal of Adolescent & Adult Literacy Editorial Team,

International Reading Association International Children's Book Award Committee, International Reading

Association Co-Chair of the Resolutions and Rules Committee, College Reading Association National Assessment of Reading Committee, International Reading Association Chair, Publicity Committee, College Reading Improvement Special Interest Group,

International Reading Association Tennessee Literacy Consortium, Tennessee Department of Education University and College Committees Member, Department of Theory & Practice in Teacher Education Chair Search Committee Member, Council for the Improvement of Professional Education, University

of Tennessee Member, Institute for Children’s and Young Adult Literature, University of

Tennessee Member and Chair, Reading Search Committee, University of Tennessee Member, Dissertation Award Committee, University of Tennessee Senator, Faculty Senate, Texas A&M University-Corpus Christi University Academic Affairs Committee, Texas A&M University-Corpus Christi Chair, Reading Search Committee, Texas A&M University-Corpus Christi Chair, University Grade Appeal Committee, Texas A&M University-Corpus Christi College Coordinating Committee, Texas A&M University-Corpus Christi Advisory Task Force for Student Retention, Texas A&M University-Corpus Christi Early Childhood Development Center Committee, Texas A&M University-Corpus

Christi Library Acquisitions Committee, Texas A&M University-Corpus Christi Tenure and Promotion Criteria Revision Committee, Texas A&M University

Corpus Christi Tenure and Promotion Committee, Texas A&M University-Corpus Christi Co-Sponsor, Student Reading Association, Texas A&M University-Corpus Christi Chair, Teacher Education Task Force on Equity of Academic Advising, Eastern

Michigan University Departmental Finance Committee, Eastern Michigan University Anti-Racism/Discrimination Committee, Eastern Michigan University Academic Affairs Committee, Northeastern Illinois University Curriculum Committee, Northeastern Illinois University Doctoral Comprehensive Exam Committee, Northern Illinois University Program Direction and Development

William G. Brozo 42

Literacy Practicum Coordinator, Graduate School of Education,

George Mason University, Fairfax, VA. Literacy Program Area Coordinator (Spring 05), Graduate School of Education, George Mason University, Fairfax, VA. The Reading Center Director, University of Tennessee; Texas A&M University- Corpus Christi Reading Program Coordinator, University of Tennessee; Texas A&M University-

Corpus Christi Co-Director of the America Reads program, Texas A&M University-Corpus Christi Co-wrote approved masters degree program proposal in reading; developed

ten new graduate courses in literacy, Texas A&M University-Corpus Christi Coordinator, College Developmental Reading Program, Texas A&M University

Corpus Christi; Northeastern Illinois University

EDUCATION

Ph.D., Reading, University of South Carolina M.Ed., Reading, University of South Carolina

B.A., English Education, University of North Carolina PROFESSIONAL ASSOCIATIONS

International Reading Association

Literacy Research Association Association of Literacy Educators and Researchers

National Council of Teachers of English American Educational Research Association

Phi Delta Kappa