Dr. Peter Afflerbach is Professor of Reading in the Department of Teaching and Learning, Policy and Leadership at the University of Maryland. He began his teaching career as a Chapter One teacher in grades K-6, and he then taught remedial reading and writing in junior high school and high school English. He received his Ph.D. in Reading Psychology and his MS in Developmental Reading from the State University of New York at Albany. Dr. Afflerbach’s research interests focus on reading assessment, reading comprehension strategies, and the verbal reporting methodology. His most recent work focuses on aspects of individual differences in reading development that are sometimes neglected in reading theory and practice, including motivation and engagement, metacognition, student self-efficacy and self-concept, and epistemic beliefs. Peter has published in numerous research and practitioner journals, including The Reading Teacher, Journal of Reading, Journal of Adolescent and Adult Literacy, Journal of Educational Psychology, Language Arts, Elementary School Journal, Journal of Literacy Research, Reading Research Quarterly and Cognition and Instruction. He has also published dozens of book chapters, policy briefs, technical reports, and position papers. Dr. Afflerbach has served for 14 years on the Standing Reading Committee of the National Assessment of Educational Progress. He was a member of the 2009 NAEP Reading Framework Committee and of the Feedback Committee for the Common Core State Standards/English Language Arts. He has served on numerous committees and panels for the Programme for International Student Assessment (PISA), National Assessment of Adult Literacy (NAAL), and the National Accessible Reading Assessment Projects (NARAP). Dr. Afflerbach’s most recent book, Understanding and using reading assessment, K-12, 2e, was published in 2012. Recently, he served as an associate editor of the journal Metacognition and Learning. He is co-editor of the Handbook of Reading Research, 4e. He serves on the editorial boards of Reading Research Quarterly, and The Reading Teacher. In addition, Dr. Afflerbach is an author of the Pearson/Scott Foresman elementary reading series, Reading Street. Dr. Afflerbach has won numerous awards. His dissertation won both the International Reading Association’s Outstanding Dissertation Award, and the Literacy Research Association’s Outstanding Student Research Award. Dr. Afflerbach has earned awards from the American Educational Research Association for his classroom assessment research, and his reviewing in Educational Researcher. Peter was elected to the International Reading Association’s Reading Hall of Fame in 2009.