Dr. Steve Graham is the Currey Ingram Professor of Special Education and Literacy, a chair he shares
with Karen R. Harris, at Vanderbilt University’s Peabody College of Education. His research interests
include learning disabilities, writing instruction and writing development, and the development of self-
regulation. Graham’s research has focused primarily 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 writing to struggling writers; and the use of technology to
enhance writing performance and development. Graham is the editor of Exceptional Children and the
former editor of Contemporary Educational Psychology. He is coauthor of the Handbook of Writing
Research, Handbook of Learning Disabilities,Writing Better, and Making the Writing Process Work. He
received an EdD in special education from the University of Kansas. In 2001, Graham was elected a
fellow of the International Academy for Research in Learning Disabilities. He is the recipient of career
research awards from the Council for Exceptional Children and Special Education Research Interest
Group in the American Educational Research Association.
Dr. Dolores Perin is associate professor of psychology and education at Teachers College, Columbia
University. She directs the Reading Specialist MA Program, which prepares teachers to assess and teach
children and adolescents with reading and writing difficulties. Perin is also a senior research associate at
Teachers College’s Community College Research Center. Her research interests include the education of
academically underprepared students in secondary education, community colleges, and adult literacy
programs, and the preparation of teachers to incorporate literacy strategies in content-area instruction in
middle and high schools. She is principal investigator of studies entitled “Enhancing Teacher Preparation
for Adolescent Literacy through Interdisciplinary Learning Communities” (Carnegie Corporation of New
York) and “Postsecondary Content-Area Reading- Writing Intervention: Development and Determination
of Potential Efficacy” (U.S. Department of Education Institute of Education Sciences). Her work also
includes studies of community college developmental education; the integration of academic and career
education, funded by the Alfred P. Sloan Foundation; and state- and federally-funded projects in school-
to-work transition, workplace literacy, and adult learning disabilities. Perin received a PhD in psychology
from the University of Sussex in England and is a NewYork State-licensed psychologist.