Jackie Relyea

Time to Transfer: Long-Term Effects of a Sustained and Spiraled Content Literacy Intervention in the Elementary Grades

Kim, J. S., Gilbert, J. B., Relyea, J. E., Rich, P., Scherer, E., Burkhauser, M. A., & Tvedt, J. N. (2024, February 26). DEVELOPMENTAL PSYCHOLOGY, Vol. 2.

Combining Human and Automated Scoring Methods in Experimental Assessments of Writing: A Case Study Tutorial

Mozer, R., Miratrix, L., Relyea, J. E., & Kim, J. S. (2023, November 8). JOURNAL OF EDUCATIONAL AND BEHAVIORAL STATISTICS, Vol. 11.

Effects of Parents' Early Home Language Use on English Reading Growth of Emergent Bilinguals

Ju, U., Cho, E., Relyea, J. E., & Choi, I. (2023, February 27). JOURNAL OF EDUCATIONAL PSYCHOLOGY, Vol. 2.

Improving Argumentative Writing of Sixth-Grade Adolescents Through Dialogic Inquiry of Socioscientific Issues

JOURNAL OF WRITING RESEARCH, 14(3), 375–419.

A Longitudinal Randomized Trial of a Sustained Content Literacy Intervention From First to Second Grade: Transfer Effects on Students' Reading Comprehension

Kim, J. S., Burkhauser, M. A., Relyea, J. E., Gilbert, J. B., Scherer, E., Fitzgerald, J., … McIntyre, J. (2022, June 9). JOURNAL OF EDUCATIONAL PSYCHOLOGY, Vol. 6.

Academic Vocabulary Volume in Elementary Grades Disciplinary Textbooks

Fitzgerald, J., Relyea, J. E., & Elmore, J. (2022, March 24). JOURNAL OF EDUCATIONAL PSYCHOLOGY, Vol. 3.

First-grade multilingual students' executive function profiles and links to English reading achievement and difficulties: a person-centered latent profile analysis

Relyea, J. E., Cho, E., & Zagata, E. (2022, October 8). ANNALS OF DYSLEXIA, Vol. 10.

Fostering Civic Reasoning Through Disciplinary Literacy

Zhang, J., Lee, G., Iluore, A. C., Relyea, J. E., & Wui, M. G. L. (2022, August 12). READING TEACHER, Vol. 8.

Orthographic facilitation in upper elementary students: does attention to morphology of complex words enhance the effects?

Zhang, J., Zhang, H., Relyea, J. E., Wui, M. G. L., Yan, Y., Nam, R., … Kharabi-Yamato, L. (2022, October 11). ANNALS OF DYSLEXIA, Vol. 10.

The COVID-19 impact on reading achievement growth of Grade 3-5 students in a US urban school district: variation across student characteristics and instructional modalities

Relyea, J. E., Rich, P., Kim, J. S., & Gilbert, J. B. (2022, November 14). READING AND WRITING, Vol. 11.

A Randomized Controlled Trial of Early Content Literacy Intervention: Replication and Extension

Relyea, J. E. (2021, February). Presented at the Developmental Lunchtime Talk, Department of Psychology, University of Pittsburgh, Pittsburgh, PA.

Academic Vocabulary Networks Matter for Students’ Disciplinary Learning

The Reading Teacher, 74(5), 569–579.

Academic vocabulary instruction and socio-scientific issue discussion in urban sixth-grade science classrooms

Relyea, J. E., Zhang, J., Wong, S. S., Samuelson, C., & Wui, M. G. L. (2021, December 23). JOURNAL OF EDUCATIONAL RESEARCH, Vol. 12.

Bridging human and machine scoring in experimental assessments of writing: Tools, tips, and lessons learned from a field trial in education

Mozer, R., Miratrix, L., Relyea, J. E., & Kim, J. S. (2021, September 26). Presented at the Society for Research on Educational Effectiveness (SREE) 2021 Conference, Arlington, VA.

Building a Bridge to Math Academic Vocabulary for K-5 Multilingual Students

Relyea, J. E., & Sztajn, P. (2021, August). Presented at the 2021 Math Summit, College of Education, NC State University, Raleigh, NC.

Community Engagement for Online Afterschool Literacy Tutoring Program

Relyea, J. E. (2021, March). Presented at the Office of Outreach and Engagement, NC State University, Raleigh, NC.

Correlational Designs and Analyses in Literacy Research

Relyea, J. E. (2021, April). Presented at the ECI 803 Advanced Literacy Seminar, College of Education, NC State University, Raleigh, NC.

Getting KnERDI with language: Examining teachers’ knowledge for Enhancing Reading Development in Code-Based and Meaning-Based Domains

Reading Research Quarterly, 57(3 (Jul/Aug/Sep 2022), 781–804.

Improving Elementary Grade Students’ Science and Social Studies Vocabulary Knowledge Depth, Reading Comprehension, and Argumentative Writing: a Conceptual Replication

Educational Psychology Review, 33(4), 1935–1964.

Improving reading comprehension, science domain knowledge, and reading engagement through a first-grade content literacy intervention.

Journal of Educational Psychology, 113(1), 3–26.

The intersection of perceptions of classroom openness with civic engagement among young urban adolescents in science classroom

Wui, M. G. L., Zhang, J., Relyea, J. E., Wong, S. S., & Nam, R. (2021, November 18). APPLIED DEVELOPMENTAL SCIENCE, Vol. 12.

They are Doers: Writing to advocate with immigrant youth in community-based organizations

Lee, C. C., Dufresne, K., & Relyea, J. E. (2021, April). Presented at the American Education Research Association (AREA) Annual Meeting.

Transfer effects of an elementary grade content literacy intervention on second graders’ science content reading comprehension: A cluster randomized controlled trial

Kim, J. S., Burkhauser, B., Relyea, J. E., Gilbert, J. B., Scherer, E., Fitzgerald, J., … McIntyre, J. (2021, September 26). Presented at the Society for Research on Educational Effectiveness (SREE) 2021 Conference, Arlington, VA.

“They Are Doers”: Writing to Advocate With Immigrant Youth in Community‐Based Organizations

Journal of Adolescent & Adult Literacy, 64(5), 497–509.

Effects of early content literacy intervention in improving academic vocabulary and argumentative writing of children from diverse language backgrounds

American Education Research Association (AERA) Annual Meeting. Presented at the American Education Research Association (AERA) Annual Meeting, (Conference Canceled Due to the COVID-19 Pandemic).

Examining the effectiveness of content literacy instruction on first and second graders’ reading comprehension (Abstract / Summary)

Relyea, J. E., Kim, J. S., Burkhauser, M., & Scherer, E. (2020, July). Presented at the Twenty-Seventh Annual SSSR Meeting - CANCELLED.

Has the Presence of First‐Grade Core Reading Program Academic Vocabulary Changed Across Six Decades?

Reading Research Quarterly, 56(4), 737–759.

Improving Early Elementary Grade Students’ Domain Knowledge, Argumentative Writing, and Reading Comprehension through a Model of Reading Engagement (MORE): Interim Results from a 2-Year Cluster (School) Randomized Trial.

Kim, J., Relyea, J., Burkhauser, M., Scherer, E., & Rich, P. (2020, April). Presented at the University of California, Irvine, Irvine, CA.

Socio-scientific issues to engage students in claims, evidence and reasoning

Wong, S., Zhang, J., Donze, J., Relyea, J. E., & Wui, M. G. (2020, March 15). Presented at the National Association for Research in Science Teaching (NARST) 2020 Conference, Portland, OR.

The role of orthography and morphology in vocabulary learning purposes

American Education Research Association (AERA) Annual Meeting. Presented at the American Education Research Association (AERA) Annual Meeting, (Conference Canceled Due to the COVID-19 Pandemic).

Third-grade reading content coverage and school district poverty

Samuelson, C. W., Relyea, J. E., Dawson, S. D., & Davis, D. (2020, December 2). Presented at the Literacy Research Association (LRA) 2020 Conference.

Third-grade third grade reading content coverage and school district poverty

Samuelson, C. W., Relyea, J. E., Dawson, S. D., & Davis, D. (2020, December 2). Presented at the Literacy Research Association (LRA) 2020 Conference.

Academic vocabulary in inquiry-based science classroom discussion among urban school students

Relyea, J. E., Zhang, J., Wong, S., Wui, M. G., & Donze, J. (2019, April 5). Presented at the American Education Research Association (AERA) Annual Meeting, Toronto, Canada.

Bilingual education programs and student achievement

Contribution of Home Language and Literacy Environment to English Reading Comprehension for Emergent Bilinguals: Sequential Mediation Model Analyses

Reading Research Quarterly, 11.

Domain-specific academic vocabulary network development in elementary grades core disciplinary textbooks.

Journal of Educational Psychology, 8.

Effects of first-grade content-area literacy intervention on reading, writing, domain knowledge, and reading motivation for English learners and English-proficient students

Relyea, J. E., Kim, J. S., Burkhauser, M., Mesite, L., & Armstrong, C. (2019, July). Presented at the Twenthy-Fifth Annual Society for Scientific Studies of Reading (SSSR) Meeting, Toronto, CA.

English Reading Growth in Spanish‐Speaking Bilingual Students: Moderating Effect of English Proficiency on Cross‐Linguistic Influence

Child Development, 7.

Exploring the relationships among civic engagement, academic vocabulary and science content knowledge

Wui, M. G., Relyea, J. E., Zhang, J., Wong, S., & Donze, J. (2019, April 5). Presented at the American Education Research Association (AERA) Annual Meeting, Toronto, Canada.

Has the presence of first-grade core reading program academic vocabulary changed across six decades?

Fitzgerald, J., Elmore, J., Relyea, J. E., & Stenner, J. (2019, July 17). Presented at the Twenty-sixth Annual Society for Scientific Studies of Reading (SSSR) Meeting, Toronto, Canada.

Improving early adolescents’ argumentative writing through dialogic inquiry of socioscientific issues

Zhang, J., Wui, M. G., Relyea, J. E., Wong, S., & Donze, J. (2019, April 5). Presented at the American Education Research Association (AERA) Annual Meeting, Toronto, Canada.

Predicting reading growth trajectories of language-minority students: Effects of parents’ home language input

Ju, U., Cho, E., Relyea, J. E., & Choi, I. (2019, April 5). Presented at the American Education Research Association (AERA) Annual Meeting, Toronto, Canada.

Reading motivation and L2 reading comprehension for Korean elementary students: Mediating role of metacognitive and metalinguistic awareness

Relyea, J. E., Kim, J.-Y., Han, S., & Kim, C.-M. (2019, April 5). Presented at the American Education Research Association (AERA) Annual Meeting, Toronto, Canada.

Accelerating Reading Growth of Linguistically Diverse Students in the U.S

Relyea, J. E. (2018, January). Presented at the Department of Teaching, Learning, and Culture, Texas A&M University, College Station, TX.

Contribution of Home Language and Literacy Environment to English Reading Comprehension for Emergent Bilinguals: Sequential Mediation Model Analyses

Relyea, J. E. (2018, August). Presented at the Literacy Research Summer School, Egmond ann Zee, The Netherlands.

Direct and indirect effects of home literacy environment on reading comprehension in monolinguals and English learners

Relyea, J. E., Zhang, J., Liu, Y., Wui, G., Yan, Y., & Ho, T. (2018, April 13). Presented at the American Education Research Association (AERA) Annual Meeting, New York City, NY.

Domain-specific academic vocabulary development in elementary grades core disciplinary textbooks

Fitzgerald, J., Elmore, J., Relyea, J., & Kung, M. (2018, July 18). Presented at the Twenty-fifth Annual Society for Scientific Studies of Reading (SSSR) Meeting, Brighton, United Kingdom.

Effects of home literacy environment on reading comprehension: A bifactor sequential mediation model

Relyea, J. E., Zhang, J., & Liu, Y. (2018, July 18). Presented at the Twenty-fifth Annual Society for Scientific Studies of Reading (SSSR) Meeting, Brighton, United Kingdom.

Relationship between early word-reading and long-term reading-comprehension growth for language-minority learners compared to native-english-speaking students

Reading Psychology, 39(6), 499–536.

The effectiveness of discussion-based vocabulary instruction in sixth-grade science class on academic vocabulary development

Relyea, J. E., Zhang, J., Wui, G., Wong, S., & Donze, J. (2018, July 17). Presented at the Annual Meeting of the Society for Text & Discourse (ST&D), Brighton, United Kingdom.

Transactional relations among working memory, cognitive flexibility, and reading ability for language-minority and monolingual students: A cross-lagged path analysis

Relyea, J. E., & Kung, M. (2018, July 18). Presented at the Twenty-fifth Annual Society for Scientific Studies of Reading (SSSR) Meeting, Brighton, United Kingdom.

Creating language-rich science classrooms for english language learners

English in Texas, 47(2), 7–12.

Early L2 reading growth trajectories in language-minority students: The moderating effect of L2 proficiency on cross-language influence

Relyea, J. E. (2017, April). Presented at the American Education Research Association (AERA) Annual Meeting, San Antonio, TX.

Unpacking the relationship between morphological awareness and word learning in first and second language: Mediating role of cognitive and word-level reading skills

Relyea, J. E., & Zhang, J. (2017, July). Presented at the Twenty-Fourth Annual Meeting Society for the Scientific Study of Reading, Halifax, Canada.

Has first-grade core-reading-program text complexity changed across six decades?

Reading Research Quarterly, 51(1), 1–22.

Phonics Instruction in the United States

Relyea, J. E. (2016, April). Presented at the International Graduate School of English, Seoul, South Korea.

The Approaches to Effective Lesson Planning

Relyea, J. E. (2016, July). Presented at the Summer 2016 TESOL program, University of North Florida, Jacksonville, Florida.

Dramatic changes in the complexity of a first-grade core-reading program across six decades

Fitzgerald, J., Elmore, J., Relyea, J. E., & Stenner, A. J. (2015, December). Presented at the Literacy Research Association (LRA) 2015 Conference, Carlsbad, CA.

The complexity of a first-grade core-reading program over six decades

Elmore, J., Hiebert, E. H., Fitzgerald, J., Relyea, J. E., & Stenner, A. J. (2015, April). Presented at the American Education Research Association (AERA) Annual Meeting, Chicago, IL.

The relation between early word reading and reading comprehension development for language-minority learners and native-English-speaking students

Relyea, J. E., & Fitzgerald, J. (2015, December). Presented at the Literacy Research Association (LRA) 2015 Conference, Carlsbad, CA.

The role of early English-word reading in English reading-comprehension growth for language-minority learners and native-English-speaking students

Relyea, J. E. (2015, April). Presented at the American Education Research Association (AERA) Annual Meeting, Chicago, IL.

Is Overall Oral English Ability Related to Young Latinos' English Reading Growth?

Reading & Writing Quarterly, 31(1), 68–95.

Text Complexity: Primary Teachers’ Views

Literacy Research and Instruction, 54(1), 19–44.

Bilingual education programs and student achievement

In J. A. C. Hattie & E. M. Anderman (Eds.), International guide to student achievement (pp. 285–288). New York, NY: Routledge.

The History of Korea and Korean Language

Relyea, J. E. (2013, September). Presented at the Department of Asian Studies, University of North Carolina-Chapel Hill, Chapel Hill, NC.

Cross-linguistic transfer research for bilingual children’s literacy development

Relyea, J. E. (2012, April). Presented at the American Education Research Association (AERA) Annual Meeting, Vancouver, Canada.

Is oral- Spanish ability related to young Latino’s English-reading trajectory?

Garcia, S., Relyea, J. E., Amendum, S. J., & Fitzgerald, J. (2012, November). Presented at the Literacy Research Association (LRA) 2012 Conference, San Diego, CA.

Is young Latino’s oral-Spanish (L1) ability related English (L2)-reading growth?

Relyea, J. E., Garcia, S., Amendum, S. J., & Fitzgerald, J. (2012, April). Presented at the American Education Research Association (AERA) Annual Meeting, Vancouver, Canada.

Supporting English-Language Learners across Content Areas

Relyea, J. E. (2012, July). Presented at the EDUC 748/749: Educational Leadership, School of Education, University of North Carolina-Chapel Hill, Chapel Hill, NC.

What does English-as-a-foreign-language reading development look like at different stages of English learning: A South Korean example?

Kung, M., Relyea, J. E., Fitzgerald, J., Stenner, A. J., Sanford-Moore, E. E., Koons, H. H., … Kim, K. H. (2012, November). Presented at the Literacy Research Association (LRA) 2012 Conference, San Diego, CA.

Cross-linguistic influence on young Latino/as’ second language reading achievement

Relyea-Kim, J. E. (2011, March). Presented at the American Association for Applied Linguistics (AAAL) Annual Meeting, Chicago, IL.

Do literacy skills developed in first-language transfer to second-language?

Relyea-Kim, J. E. (2011, March). Presented at the North Carolina Reading Association (NCRA) Annual Meeting, Raleigh, NC.

Is oral-English ability related to young Latino’s English-reading trajectory?

Relyea-Kim, J. E., Garcia, S., Amendum, S. J., & Fitzgerald, J. (2011, November). Presented at the Literacy Research Association (LRA) 2011 Conference, Jacksonville, FL.

Is oral-English ability related to young Latino’s English-reading trajectory?

Garcia, S., Amendum, S. J., Relyea-Kim, J. E., & Fitzgerald, J. (2011, April). Presented at the American Education Research Association (AERA) Annual Meeting, New Orleans, LA.

Literacy Development for English-Language Learners

Relyea, J. E. (2011, October). Presented at the EDUC 413: Language and Literacy Learning, School of Education, University of North Carolina-Chapel Hill, Chapel Hill, NC.

Prediction of English reading in young Spanish-speaking English language learners

Relyea-Kim, J. E. (2011, February 16). Presented at the National Association for Bilingual Education (NABE) Annual Meeting, New Orleans, LA.

Promoting global awareness and cultural communication for ESL pre-service teachers in UNC-China Technology Learning Program

Kim, J. Y., & Relyea-Kim, J. E. (2011, March). Presented at the North Carolina Reading Association (NCRA) Annual Meeting, Raleigh, NC.

Bricks intensive listening: Practice for TOEFL (Test of English as a Foreign Language) listening

Seoul: Red Bricks Publications.

Preparation & Practice for TEPS

Preparation & Practice for TEPS. Seoul: Wearebooks Publications.

This is grammar: Advanced I

(2nd edition). Seoul: Nexus Publications.

This is grammar: Intermediate II

(2nd edition). Seoul: Nexus Publications.

An English for Specific Purposes (ESP) course for nursing college students: Needs analysis

Korean Journal of Applied Linguistics, 24(3), 349–372.