William H. Rupley (Bill) has a B.S. in Elementary Education from Indiana University, an M.S. in Reading/Elementary Education from St. Francis College, and a Ph.D. in Reading Education/Elementary Education from the University of Illinois. He is currently a Professor of Advanced Literacy in the Department of Teaching Learning and Culture at Texas A&M University. He has also served as Department Head, Assistant Professor, Associate Professor, and Director of the Reading Clinic. He is the recipient of the College of Education and Human Development Instructional Research Laboratory Research Achievement Award and is a Distinguished Research Fellow.  Bill was appointed a Texas A&M Regents Scholar in 2001. He was awarded the A.B. Herr Award from the  Association of Literacy Educators and Researchers in 2013. He currently is the Editor-in-Chief of Reading Psychology: An International Journal.

Bill’s primary areas of expertise are reading acquisition, reading comprehension/cognition, and reading fluency, He has developed and implemented programs using technology to teach effectively and assess students' reading capabilities, as well as conducting research in the areas of reading comprehension/cognition and effective reading instruction. Bill has published articles and columns in both applied and research journals that include Reading Research and Instruction, Peabody Journal of Education, Journal of Research in Education, Journal of Mathematics Education, Psychology in the Schools, Scientific Studies in Reading, Reading and Writing, The Reading Teacher, Journal of Literacy Research and Instruction, Reading Research Quarterly, The Reading Teacher, European Journal of Psychology of Education and Reading and Writing Quarterly. His research is focused on instructional development to increase teachers' effectiveness in teaching reading and reading comprehension/cognition in diverse disciplines including social studies, science, probabilistic thinking and climate forecasting. Bill has been either the PI or Co-PI for federal and state professional development and teacher training grants including Enhancing the Quality of Expository Text Instruction and Comprehension Through Content and Case Situated Professional Development (Institute of Education Sciences), Development of Climate Forecasts Decision Making: Teaching Materials for Middle School Teachers and Students (National Atmospheric and Oceanic Administration); and Bridges to Literacy (Verizon Foundation).