TextProject works with numerous colleagues, agencies, organizations, and companies to bring about the goal of increased literacy levels. These partners include:
VASE (Vocabulary Assessment Study in Education) at the University of California, Santa Cruz: Judith A. Scott, one of TextProject's Board of Directors, is the principal investigator and Elfrieda (Freddy) H. Hiebert, TextProject's president/CEO, is a research associate affiliated with the project. VASE is in the first of a four-year grant, with the aim of developing an assessment tool that accurately measures students' understanding of words.
Barbara Kapinus is presently a consultant for Text Project and the Smarter Balanced Assessment Consortium (SBAC). She is also a leadership coach. Most recently, Barbara was Director of English Language Arts and Literacy for SBAC, where she worked on multiple aspects of the consortium’s assessment design. Previously, she was at the National Education Association where she worked on policy and programs in literacy, standards, assessment and curriculum. She led the NEA work around the development and implementation of the Common Core State Standards (CCSS). She also has been involved with the Council of Chief State School Officers (CCSSO) consortia on formative assessment and the implementation of the CCSS. Barbara served as the director of the Curriculum and Instructional Improvement Program at CCSSO where she led projects related to standards implementation, assessment, reading, workplace readiness, early learning, and Title I. Barbara’s experience also includes 8 years as the Specialist for Reading and Communication Skills at the Maryland State Department of Education and 16 years in Prince George’s County Public Schools in several roles including classroom teacher, reading specialist, and curriculum specialist. She taught reading courses at the University of Maryland, The Johns Hopkins University, Western Maryland College, Trinity College, and the Catholic University. She worked on the National Assessment of Education Progress (NAEP) in Reading and the NAEP in Writing.
Barbara has been a consultant to several states and to the U.S. Department of Education on projects related to standards and assessments in literacy. She has published on reading research, research applications, assessment, and instruction.
Barbara received her undergraduate degree in history from the University of California at Berkeley and her Masters and Ph.D. in reading from the University of Maryland at College Park.
Shannon C. Henderson currently a faculty at University of Arkansas, Little Rock where she serves in the new Reading Ph.D. program and conducts research on the Partnerships in Comprehensive Literacy Model. Her research interests include the exploration of the role of teacher responsivity in reading instruction with particular emphasis on facilitating comprehension through instructional conversations. Her work has appeared in two International Reading Association book chapters and peer-reviewed literacy journals. She is a Reading Recovery and Partnerships in Comprehensive Literacy University Trainer and has worked as a professional educator for more than seventeen years as both classroom teacher and professional educator; conducting workshops and making research presentations at the local, state, national, and international levels on topics such as comprehension instruction, coaching, literacy processing, literacy interventions, and the professional development of teachers.
Shannon received her Ph.D. from Auburn University in Reading Education in 2006 and a post-doctoral degree from The Ohio State University in 2007.
Leigh Ann Martin's research interests focus on how children learn to read and how schools and texts influence that process, particularly for struggling readers. She is also interested in how technology can be used as an aid in that process. Leigh Ann has a B.S. in computer science and a M.A. in literacy, language, and learning disabilities.