Brozo, William G. Profile Page
Brozo, William G.
Prof. Ph.D
George Mason University Fairfax (Virginia), USA

Curriculum Vitae

William G. Brozo is a Professor of Literacy in the Graduate School of Education at George Mason University in Fairfax, Virginia. He earned his bachelor's degree from the University of North Carolina and his master's and doctorate from the University of South Carolina. He has taught reading and language arts in the Carolinas. He is the author of numerous articles on literacy development for children and young adults. His books include To Be a Boy, To Be a Reader: Engaging Teen and Preteen Boys in Active Literacy (International Reading Association, 2nd ed); Beginnings for Boys: Engaging Young Boys in Active Literacy (IRA); The Adolescent Literacy Inventory: Grades 6-12 (Pearson); Readers, Teachers, Learners: Expanding Literacy Across the Content Areas (Pearson); Content Literacy for Today’s Adolescents: Honoring Diversity and Building Competence (Pearson); Principled Practices for Adolescent Literacy: A Framework for Instruction and Policy (Erlbaum); 50 Instructional Routines to Develop Content Literacy (Pearson); Supporting Content Area Literacy with Technology (Pearson); and Setting the Pace: A Speed, Comprehension and Study Skills Program (Pearson). His newest book is RTI and the Adolescent Reader: Responsive Literacy Instruction in Secondary Schools (Teachers College Press/IRA). He is currently completing Graphic Novels in the Disciplines, which will published by Teachers College Press. Dr. Brozo is also a contributing author to Prentice-Hall Literature, and Pearson iLit, a digital platform program for struggling adolescent readers. He serves on the editorial review board of the Journal of Adolescent & Adult Literacy. He was past columnist of "Strategic Moves" for the international journal Thinking Classroom and authored the “Content Literacy” column for The Reading Teacher. He is also a past member of IRA's Commission on Adolescent Literacy, the Adolescent Literacy Committee, and chair of the PISA/PIRLS Task Force. He was a co-investigator on a Carnegie Grant team that compiled an important report on best practice in adolescent literacy. As an international consultant, Dr. Brozo has provided technical support to teachers from the Balkans to the Middle East. He was a member of a European Union research grant team (BaCuLit) developing curriculum and providing adolescent literacy professional development for teachers across Europe. His current international project is in Romania, where he provides consulting on Reading to Learn project for teachers. He is also a member of the Learning Metrics Task Force sponsored by UNESCO/Brookings responsible for establishing global learning and assessment standards. Dr. Brozo regularly speaks at professional meetings around the U.S. and internationally and consults with states and districts on ways of building capacity among teacher leaders, enriching the literate culture of schools, enhancing the literate lives of boys, and making teaching more responsive to the needs all students.

Main Publications

  • BROZO, W.G. (in preparation). Response to intervention for secondary literacy. Teachers College Press.BROZO, W.G., & AFFLERBACH, P. (in press). Adolescent literacy inventory.  Allyn & Bacon.
  • 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.
  • FISHER, D., BROZO, W.G., FREY, N., & IVEY, G. (2007). 50 content area strategies for adolescent literacy. Upper Saddle River, NJ: Merrill/Prentice-Hall.
  • 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. (2002). To be a boy, to be a reader: Engaging teen and preteen boys in active literacy. Newark, DE: IRA.
  • BROZO, W.G., SCHMELZER, R.V., & ANDREWS, D. (1984). Setting the pace: A speed, comprehension, and study skills program. Columbus, OH: Merrill.

Research & Projects

  • 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, 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, 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, co-principal investigator.
  • Principled Practices for a Literate America: A Framework for Literacy and Learning in the Upper Grades. Carnegie Corporation of New York, 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, 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, principal investigator.
  • Goals 2000: Tuloso-Midway ISD. Co-contributor of K-3 reading/language arts component. Texas Goals 2000 Grant Program (1996); consultant.
  • A Qualitative Study of Portfolio Teaching Assessment in a High School Basic-Track English Classroom (1993). Eastern Michigan University, Research   Sabbatical, principal investigator.