Dr. Michael Kamil is professor of education in the School of Education at Stanford University. His research explores the effects of computer technologies on literacy and the acquisition of literacy in first and second languages. Another line of research focuses on the effects of recreational reading on reading achievement. Current research projects are funded by the California Post-secondary Education Commission and the Center for School Choice at Vanderbilt University. Dr. Kamil was chair of the committee which authored the IES Practice Guide Improving Adolescent Literacy: Effective Classroom and Intervention Practices. He was member of the National Reading Panel, a group that produced a synthesis of instructional research in reading. He was also a member of the RAND Reading Study Group that developed a research agenda in reading comprehension. He currently is a member of the National Literacy Panel for Language Minority Children and Youth, which produced a synthesis of the research in second language literacy. He chaired the 2009 Reading Framework Committee for the National Assessment of Educational Progress. He has been editor of several scholarly journals, including Reading Research Quarterly. He was lead editor of Handbook of Reading Research, Volume III, and is also lead editor for Volume IV. In addition, he has edited, authored, or co-authored more than 100 books, chapters, and journal articles and was the 2006 recipient of the Oscar Causey Award for contributions to reading research. Dr. Kamil holds a Ph.D. from University of Wisconsin-Madison.