• Fourie, C. 2017. The design of a blended learning language and communication package for trained medical professionals. [PhD thesis: co-supervisor]
• Fouché, I. 2016. The design of a framework for assessing the impact of academic literacy courses. [PhD thesis: supervisor]
• Sebolai, K. 2016. Assessing the incremental (predictive) validity of four tests of academic literacy. [PhD thesis: co-supervisor]
• Jonker, A. 2016. The role of multilingual concept literacy glossaries at the Faculty of Arts and Social Sciences at the Stellenbosch University in enhancing academic literacy in an academic development programme. [PhD thesis: co-supervisor]
• Olivier, L. 2016. The effect of an academic literacy course on first year student writing: a case study. [PhD thesis: supervisor]
• Pretorius, M. 2014. Nurses on the move – a needs analysis for nursing communication. Bloemfontein: University of the Free State. [Master’s dissertation: co-supervisor – passed cum laude]
• Oostendorp, M.C.A. 2011. Effects of the second language on the first: investigating the development of ‘conceptual fluency’ of bilinguals in a tertiary education context. PhD-thesis. Stellenbosch: Stellenbosch University. [PhD thesis: co-supervisor]
• Stoffberg, E. 2011. Reading development among children in the foundation phase. Master’s dissertation. Stellenbosch: Stellenbosch University. [Master’s dissertation: co-supervisor – passed cum laude]
• Marias, F.C. 2008. An investigation into the significance of listening proficiency in the assessment of academic literacy levels at Stellenbosch University. Master’s dissertation. Stellenbosch: Stellenbosch University. [Master’s dissertation: supervisor – passed cum laude]