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Marcelle Haddix

Mentor: Mark Conley

Marcelle Haddix is a Dean’s Associate Professor and program director of English education in the Syracuse University School of Education. Her scholarly interests center on the experiences of students of color in literacy and English teaching and teacher education. She also directs the Writing Our Lives project, a program geared toward supporting the writing practices of urban youth within and beyond school contexts. Haddix’s work is featured in Research in the Teaching of English, English Education,Linguistics and Education, and Journal of Adolescent and Adult Literacy. Her awards and recognitions include the American Educational Research Association Division K Early Career Award; the National Council for Teachers of English Promising Researcher Award; and the Syracuse University Meredith Teaching Award, one of SU’s most prestigious teaching honors.

Ying Guo

Mentor: Lee Gunderson

Ying Guo, Ph. D. is an assistant professor of Literacy Education in the School of Education at University of Cincinnati. Her research focuses on reading and writing development for children who exhibit developmental vulnerabilities in academic achievement. Specifically, her work is directed towards the development and evaluation of early interventions to prevent reading and writing failure. In addition, she is interested in identifying teacher and classroom factors that predict reading and writing achievement. She is co-principal investigator of an Institute of Education Sciences (IES) Goal II Study (R324A130205). The main purpose of this study is to develop a supplemental book reading intervention that uses expository books to teach language and expository text skills to preschool-age children with language impairment. Her work is featured in a variety of journals, including Journal of Literacy Research, Journal of Educational Psychology, Journal of Research in Reading, Journal of Early Intervention, Reading and Writing, Early Childhood Research Quarterly, Early Education and Development, The Elementary School Journal, and Teaching and Teacher Education. She was recognized in 2013 and 2014 with the university faculty awards (UC Faculty CECH Scholarship Incentives Award for Research and Scholarship).

Grace Enriquez

Mentor: María E. Fránquiz

Grace Enriquez is an assistant professor in the Language & Literacy Division at Lesley University in Cambridge, MA.Her scholarship focuses on critical literacies; intersections of literacies, identities, and embodiment; and children’s literature for social justice. Awards include being selected as the winner of the 2013 Children’s Literature Assembly Research Award and a recipient of a 2013 National Council of Teachers of English Research Foundation Grant, both for her research on children’s literature and critical literacy teaching. In 2011, she was also selected as a finalist for the 2011 International Reading Association Outstanding Dissertation of the Year for her research on issues of embodiment and school literacy learning. She is co-editor of a book project titled Literacies, Learning, and the Body: Bringing Research and Theory into Pedagogical Practice. Other publications include the book The Reading Turn-around, co-written with Stephanie Jones and Lane W. Clarke, and various journal articles in Reading Research Quarterly, Anthropology & Education Quarterly, The Reading Teacher, Journal of Education, Journal of Children’s Literature, and English Teaching: Practice and Critique. She is the LRA Field Council Chair beginning 2015.