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Submissions from 2021

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Cohesion: Uniting Reading and Writing!, Erika Warnick, Elaine Ramzinski, and Tasha A. Vice

Submissions from 2020

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Increasing the Literacy Knowledge of Teacher Candidates: Why Service-Learning Matters, Ramona T. Pittman, Theresa Garfield, and Rebekah E. Piper

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Exploring the Literacy Leadership Practices of Literacy Teacher Educators, Laurie A. Sharp, Roberta D. Raymond, and Rebekah E. Piper

Submissions from 2019

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Navigating Black Identity Development: The Power of Interactive Multicultural Read-Alouds with Elementary-Aged Children, Rebekah E. Piper

Submissions from 2018

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The Importance of Teaching Vocabulary: The Whys and Hows, Ashley G. Cummings, Rebekah E. Piper, and Ramona T. Pittman

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The Effects of Two Computer-Based Reading Software Programs on Student Reading Performance, Ramona T. Pittman and Vanessa Zamora

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Tommy Swings, Tasha A. Vice

Submissions from 2017

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Using Authentic Literature to Enrich Young Children’s Literacy Experiences, Kristi L. Dudley, Ramona T. Pittman, and Rebekah E. Piper

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The Impact of Experiential Learning in Literacy and Teacher Efficacy: A Study of SA Reads, Theresa Garfield and Ramona T. Pittman

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Creating Elementary-Aged Agents of Change: The Impact of Civil Rights-Themed Literature, Rebekah E. Piper, Summer Garrison, and Lauren Morgan

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Using Multicultural Children’s Literature to Address Social Issues: The Power of Interactive Read Aloud, Rebekah E. Piper, Ramona T. Pittman, and Tasha A. Vice

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Burning in New Mexico, Tasha A. Vice

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Mindful Instruction: Metacognitive Activities in the Developmental College Reading Classroom, Tasha A. Vice

Submissions from 2015

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Transforming the Literacy Lives of Postsecondary Students: A Preliminary Study of Writing Workshops at the University Level, Ramona T. Pittman and Deirdre McDonald

Submissions from 2013

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Illuminating Teaching and Learning: Students' Metacognition and Teacher Responsiveness in One College Developmental Reading Class, Tasha A. Vice