Dr. Peter Afflerbach is Professor of Education at the University of Maryland. Dr. Afflerbach’s research interests include reading assessment, reading comprehension and the verbal reporting methodology.  Dr. Afflerbach is a standing member of the Reading Committee of the National Assessment of Educational Progress (NAEP), and a member of the Literacy Research Panel of the International Reading Association.  Peter has served as Chair of the Literacy Assessment Committee of the International Reading Association and on the Common Core State Standards Review and Feedback Panels.

Peter is the author of numerous books, including the recent Understanding and using reading assessment, K-12, 2nd Ed. (2012), and the forthcoming Handbook of Individual Differences in Reading: Reader, Text, and Context.  He is co-editor of the Handbook of Reading Research, 4e (2010), and editor of Essential Readings in Assessment (2010).  He has published in numerous theoretical and practical journals, including Reading Research Quarterly, Cognition and Instruction, Elementary School Journal, Journal of Reading, Journal of Reading Behavior, The Reading Teacher, Journal of Adolescent and Adult Literacy, and Language Arts. Peter recently served as co-editor Metacognition and Learning, and he has served on the editorial advisory boards of Reading Research Quarterly, The Reading Teacher, Journal of Educational Psychology, and Educational Researcher.

He is a former elementary school Title One reading teacher, middle school remedial reading and writing teacher, and high school English teacher.