Theses/Dissertations from 2020/2021
Improving Reading Comprehension in Arabic English Language Learners, Amanda Watson
Honorable Mentions from 2018
Bibliotherapy in the Classroom: Integrating Mental Health into an English Language Arts Classroom, Kristy L. McPherson-Leitz
Honorable Mentions from 2018/2019
Helping Students Understand and Manage Anxiety through a School Counseling Program Using Mindfulness Techniques, Danielle Barnes
Understanding DIBELS: Purposes, Limitations, and Alignment of Literacy Constructs to Subtest Measures, Rebecca Lynn Garvelink
Theses/Dissertations from 2016/2017
Racial Ideology and Black Students’ Leadership Experiences at a Historically White Institution, ReChard Peel
Honorable Mentions from 2014/2015
Implementing Schema-Based Instruction in the Elementary Classroom (Project), Claire B. Lim
Measuring the Adult Literacy Rate in English: The Case of the Grand Rapids West Hope Zone, Lindsay M. McHolme
Children Birth to Age Three with Feeding Difficulties: Systems Level Perspectives of Supports, Needs, and Interagency Collaboration, Sondra M. Stegenga
Ongoing Professional Development in the SIOP Model (Project), Erica Hilliker
Reader’s Identity: How Identity and Literacy Can Work Together for Student Success in Middle School (Project), Tonya Kay Jesweak
Honorable Mentions from 2012/2013
Honorable Mentions from 2009/2010
Preserving Euskera in a Globalized World: Determining the Long-term Efficacy of Multilingual Schools in the Basque Country, Spain (Thesis), Olivia Destrades Mendoza
Honorable Mentions from 2010/2011
Understanding the Connections Among Oral Language, Drawing and Writing in Emergent Writers (Project), Ruth Ann Hester
Educating Teachers about the Complex Writing Processes of Preschool Students (Project), Mary Kathleen Barrett
Honorable Mentions from 2009/2010
Comprehension Strategy Instruction of Narrative Texts in Elementary Language Arts (Project), Edwin Lee Vaandering
