View William Brozo's curriculum vitae in HTML format.

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 junior and senior high school 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); Readers, Teachers, Learners: Expanding Literacy Across the Content Areas (Merrill/Prentice Hall); Content Literacy for Today’s Adolescents: Honoring Diversity and Building Competence(Merrill/Prentice Hall); Principled Practices for Adolescent Literacy: A Framework for Instruction and Policy (Erlbaum); 50 Content Area Strategies for Adolescent Literacy (Merrill/Prentice Hall); and Setting the Pace: A Speed, Comprehension and Study Skills Program (Merrill).  His newest books, Supporting Content Area Literacy with Technology: Meeting the Needs of Diverse Learners, and The Adolescent Literacy Inventory, are forthcoming by Allyn and Bacon.  Dr. Brozo is also an author/consultant for Jamestown Reading Navigator, a program for struggling adolescent readers.  He serves on the editorial review boards of the Reading Research Quarterly, Reading Research and Instruction and the Journal of Adolescent & Adult Literacy.  He co-edits/writes "Content Literacy," a column for The Reading Teacher and also writes a column for RWCT's Thinking Classroom entitled "Strategic Moves."  Dr. Brozo is a past member of IRA's Commission on Adolescent Literacy and current member of the Adolescent Literacy Committee and PISA/PIRLS Task Force.  As an International Development Division-IRA consultant, Dr. Brozo has traveled regularly to Macedonia, where he provides technical support to secondary teachers.  He was a co-investigator on a Carnegie Grant team that compiled an important report on best practice in adolescent literacy.  He regularly speaks at professional meetings around the country and consults with teachers and administrators to discuss ways of enriching the literate culture of middle and secondary schools, enhancing the literate lives of boys, and making teaching more responsive to the needs all students.

Dr. Brozo's research and scholarship interests include adolescent and content literacy; secondary literacy reform; struggling learners; and closing the literacy achievement gap for boys

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. (2007). Helping boys find entry points to lifelong reading: Book clubs and other strategies for struggling adolescent males (pp.304-318). In J. Lewis & G. Moorman (Eds.), Adolescent literacy instruction: Policies and promising practices. Newark, DE: International Reading Association.

BROZO, W.G. (2007). Authentic contexts for developing language tools

 in vocational education (pp.349-361). In J. Flood, D. Lapp, & Farnan, N. (Eds), Content area reading and learning: Instructional strategies (3^rd ed.). Mahwah, NJ: Erlbaum.

          BROZO, W.G. (2005). My brilliant invention. In J. Scieszka (Ed.), Guys write for guys read. New York: Viking.

          BROZO, W.G., & FLYNT, S. (2007). Content literacy: Essential toolkit elements. The Reading Teacher, 61, 192-194.

• Graduate School of Education
• Advanced Studies in Teaching and Learning
• Literacy and Reading

No courses taught this semester.

• Research and Scholarship in Education (EDUC - 805)
• Literacy and Curriculum Integration, PK-12 (EDRD - 501)
• Advanced Literacy Foundations and Instruction, Adolescence through Adulthood (EDRD - 631)
• Foundations of Literacy: Adolescence through Adulthood (EDRD - 831)
• Literacy in Content Areas (EDRD - 619)