@article{ju_cho_relyea_choi_2023, title={Effects of Parents' Early Home Language Use on English Reading Growth of Emergent Bilinguals}, volume={2}, ISSN={["1939-2176"]}, DOI={10.1037/edu0000784}, journal={JOURNAL OF EDUCATIONAL PSYCHOLOGY}, author={Ju, Unhee and Cho, Eunsoo and Relyea, Jackie E. and Choi, Ina}, year={2023}, month={Feb} }
 @article{zhang_wui_nam_relyea_wong_2023, title={Improving Argumentative Writing of Sixth-Grade Adolescents Through Dialogic Inquiry of Socioscientific Issues}, volume={14}, ISSN={["2294-3307"]}, DOI={10.17239/jowr-2023.14.03.03}, abstractNote={This study investigated the effect of a four-week socioscientific issues (SSI)-based intervention on sixth-grade students’ argumentative writing and transferability of argument skills across topics. Students in three treatment classrooms engaged in an SSI unit on space exploration while students in three comparable classrooms continued regular space science lessons. Argumentation skills were assessed by individual decision letters about space exploration. Argument transfer was assessed by an essay to address a novel SSI. Treatment students wrote more elaborated decision letters with stronger arguments, relied less on personal ideas, and transferred argument skills to a novel SSI after the intervention. The implications of using SSI as a promising approach to integrating science and literacy learning for diverse adolescents were discussed.}, number={3}, journal={JOURNAL OF WRITING RESEARCH}, author={Zhang, Jie and Wui, Ma. Glenda Lopez and Nam, Rosa and Relyea, Jackie Eunjung and Wong, Sissy S.}, year={2023}, month={Feb}, pages={375–419} }
 @article{kim_burkhauser_relyea_gilbert_scherer_fitzgerald_mosher_mcintyre_2022, title={A Longitudinal Randomized Trial of a Sustained Content Literacy Intervention From First to Second Grade: Transfer Effects on Students' Reading Comprehension}, volume={6}, ISSN={["1939-2176"]}, DOI={10.1037/edu0000751}, journal={JOURNAL OF EDUCATIONAL PSYCHOLOGY}, author={Kim, James S. and Burkhauser, Mary A. and Relyea, Jackie Eunjung and Gilbert, Joshua B. and Scherer, Ethan and Fitzgerald, Jill and Mosher, Douglas and McIntyre, Joseph}, year={2022}, month={Jun} }
 @article{fitzgerald_relyea_elmore_2022, title={Academic Vocabulary Volume in Elementary Grades Disciplinary Textbooks}, volume={3}, ISSN={["1939-2176"]}, DOI={10.1037/edu0000735}, journal={JOURNAL OF EDUCATIONAL PSYCHOLOGY}, author={Fitzgerald, Jill and Relyea, Jackie Eunjung and Elmore, Jeff}, year={2022}, month={Mar} }
 @article{relyea_cho_zagata_2022, title={First-grade multilingual students' executive function profiles and links to English reading achievement and difficulties: a person-centered latent profile analysis}, volume={10}, ISSN={["1934-7243"]}, url={http://dx.doi.org/10.1007/s11881-022-00272-2}, DOI={10.1007/s11881-022-00272-2}, journal={ANNALS OF DYSLEXIA}, publisher={Springer Science and Business Media LLC}, author={Relyea, Jackie Eunjung and Cho, Eunsoo and Zagata, Elizabeth}, year={2022}, month={Oct} }
 @article{zhang_lee_iluore_relyea_wui_2022, title={Fostering Civic Reasoning Through Disciplinary Literacy}, volume={8}, ISSN={["1936-2714"]}, DOI={10.1002/trtr.2143}, abstractNote={Abstract In this article, the authors introduce ways to use disciplinary literacy (DL) instructional strategies to foster civic engagement and reasoning for middle‐grade multilingual students. Four phases of DL strategies— framing, reading, discussion, and writing —are illustrated with examples from an intervention project with sixth‐grade multilingual students. The intervention features a 4‐week Space Exploration unit designed for students to address a contestable and relevant civic question: Should the government increase or decrease funding for space exploration ? Teacher instructional moves, reading selections, student discussion excerpts, and writing samples are presented to highlight the language‐rich disciplinary teaching and learning in action and the benefits of multilingual students in their science, language, and literacy learning.}, journal={READING TEACHER}, author={Zhang, Jie and Lee, Grace and Iluore, Azizah Curry and Relyea, Jackie Eunjung and Wui, Ma. Glenda L.}, year={2022}, month={Aug} }
 @article{zhang_zhang_relyea_wui_yan_nam_enriquez_kharabi-yamato_2022, title={Orthographic facilitation in upper elementary students: does attention to morphology of complex words enhance the effects?}, volume={10}, ISSN={["1934-7243"]}, DOI={10.1007/s11881-022-00270-4}, journal={ANNALS OF DYSLEXIA}, author={Zhang, Jie and Zhang, Huan and Relyea, Jackie Eunjung and Wui, Ma Glenda Lopez and Yan, Yan and Nam, Rosa and Enriquez, Araceli and Kharabi-Yamato, Lana}, year={2022}, month={Oct} }
 @article{relyea_rich_kim_gilbert_2022, title={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}, volume={11}, ISSN={["1573-0905"]}, DOI={10.1007/s11145-022-10387-y}, abstractNote={The current study aimed to explore the COVID-19 impact on reading achievement growth by Grade 3-5 students in a large urban school district in the U.S. and whether the impact differed by students' demographic characteristics and instructional modality. Specifically, using administrative data from the school district, we investigated to what extent students made gains in reading during the 2020-2021 school year relative to the pre-COVID-19 typical school year in 2018-2019. We further examined whether the effects of students' instructional modality on reading growth varied by demographic characteristics. Overall, students had lower average reading achievement gains over the 9-month 2020-2021 school year than the 2018-2019 school year with a learning loss effect size of 0.54, 0.27, and 0.28 standard deviation unit for Grade 3, 4, and 5, respectively. Substantially reduced reading gains were observed from Grade 3 students, students from high-poverty backgrounds, English learners, and students with disabilities. Additionally, findings indicate that among students with similar demographic characteristics, higher-achieving students tended to choose the fully remote instruction option, while lower-achieving students appeared to opt for in-person instruction at the beginning of the 2020-2021 school year. However, students who received in-person instruction most likely demonstrated continuous growth in reading over the school year, whereas initially higher-achieving students who received remote instruction showed stagnation or decline, particularly in the spring 2021 semester. Our findings support the notion that in-person schooling during the pandemic may serve as an equalizer for lower-achieving students, particularly from historically marginalized or vulnerable student populations.}, journal={READING AND WRITING}, author={Relyea, Jackie Eunjung and Rich, Patrick and Kim, James S. and Gilbert, Joshua B.}, year={2022}, month={Nov} }
 @misc{relyea_2021, title={A Randomized Controlled Trial of Early Content Literacy Intervention: Replication and Extension}, author={Relyea, J.E.}, year={2021}, month={Feb} }
 @article{fitzgerald_elmore_relyea_2021, title={Academic Vocabulary Networks Matter for Students’ Disciplinary Learning}, volume={74}, ISSN={0034-0561 1936-2714}, url={http://dx.doi.org/10.1002/trtr.1976}, DOI={10.1002/trtr.1976}, abstractNote={The Reading TeacherVolume 74, Issue 5 p. 569-579 Feature Article Academic Vocabulary Networks Matter for Students’ Disciplinary Learning Jill Fitzgerald, Corresponding Author jfitzger@email.unc.edu orcid.org/0000-0001-9462-5017 Correspondence jfitzger@email.unc.eduSearch for more papers by this authorJeff Elmore, Search for more papers by this authorJackie Eunjung Relyea, orcid.org/0000-0002-7560-7136 Search for more papers by this author Jill Fitzgerald, Corresponding Author jfitzger@email.unc.edu orcid.org/0000-0001-9462-5017 Correspondence jfitzger@email.unc.eduSearch for more papers by this authorJeff Elmore, Search for more papers by this authorJackie Eunjung Relyea, orcid.org/0000-0002-7560-7136 Search for more papers by this author First published: 26 February 2021 https://doi.org/10.1002/trtr.1976 Read the full textAboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onEmailFacebookTwitterLinked InRedditWechat Volume74, Issue5March/April 2021Pages 569-579 RelatedInformation}, number={5}, journal={The Reading Teacher}, publisher={Wiley}, author={Fitzgerald, Jill and Elmore, Jeff and Relyea, Jackie Eunjung}, year={2021}, month={Feb}, pages={569–579} }
 @article{relyea_zhang_wong_samuelson_wui_2021, title={Academic vocabulary instruction and socio-scientific issue discussion in urban sixth-grade science classrooms}, volume={12}, ISSN={["1940-0675"]}, DOI={10.1080/00220671.2021.2022584}, abstractNote={Given the growing evidence of academic language demands embodied in science practices, this study aimed to design and evaluate the effectiveness of a literacy-science integrated program that emphasized the incorporation of academic vocabulary instruction and collaborative discussion of a socio-scientific issue in sixth-grade science classrooms in an urban school. The treatment students (n = 73) who participated in the intervention had significantly higher academic vocabulary knowledge and scientific argumentation posttest scores than the control students (n = 62). The effect on academic vocabulary knowledge was particularly greater for bilingual students than their monolingual peers. Mediation analyses revealed that the intervention effects on science content knowledge and scientific argumentation were mediated by academic vocabulary knowledge. Findings indicate that science teachers’ instructional scaffolding for academic vocabulary and authentic discourse can not only improve students’ academic vocabulary knowledge but also indirectly affect science content knowledge and scientific argumentation via academic vocabulary knowledge.}, journal={JOURNAL OF EDUCATIONAL RESEARCH}, author={Relyea, Jackie Eunjung and Zhang, Jie and Wong, Sissy S. and Samuelson, Courtney and Wui, Ma Glenda Lopez}, year={2021}, month={Dec} }
 @inproceedings{mozer_miratrix_relyea_kim_2021, title={Bridging human and machine scoring in experimental assessments of writing: Tools, tips, and lessons learned from a field trial in education}, author={Mozer, R. and Miratrix, L. and Relyea, J.E. and Kim, J.S.}, year={2021}, month={Sep} }
 @inproceedings{relyea_sztajn_2021, title={Building a Bridge to Math Academic Vocabulary for K-5 Multilingual Students}, author={Relyea, J.E. and Sztajn, P.}, year={2021}, month={Aug} }
 @misc{relyea_2021, title={Community Engagement for Online Afterschool Literacy Tutoring Program}, author={Relyea, J.E.}, year={2021}, month={Mar} }
 @misc{relyea_2021, title={Correlational Designs and Analyses in Literacy Research}, author={Relyea, J.E.}, year={2021}, month={Apr} }
 @article{davis_samuelson_griefenhagen_delaco_relyea_2021, title={Getting KnERDI with language: Examining teachers’ knowledge for Enhancing Reading Development in Code-Based and Meaning-Based Domains}, volume={57}, ISSN={1936-2722}, url={http://dx.doi.org/10.1002/rrq.445}, DOI={10.1002/rrq.445}, abstractNote={Abstract Much of the early research on teachers’ knowledge for reading instruction used instruments that primarily emphasized code‐based aspects of reading, unintentionally signaling that meaning‐focused knowledge is not essential for teaching foundational reading to elementary‐age children. In this study, we developed the Knowledge for Enhancing Reading Development Inventory (KnERDI; pronounced 'nerdy'), an instrument that measures teachers’ knowledge in two domains: alphabetic code/word reading and meaning/connected text processes. Using this instrument, we sought to determine if teachers’ knowledge of the two proposed domains was highly associated and if knowledge was related to level of education and amount of teaching experience. We report on the reliability and validity of the KnERDI and describe patterns in educators’ performance on this instrument. We found that the KnERDI measured both domains with acceptable reliability in multiple samples of educators enrolled in an online professional development course. Educators scored higher on the meaning/connected text process subscale than on the alphabetic code/word reading subscale. The two subscales were strongly correlated, indicating that teachers’ knowledge as measured on the KnERDI is a unidimensional construct. Advanced degree completion was not consistently related to educators’ scores on the KnERDI, but there was a positive association between educators’ performance on the instrument and their years of experience teaching early reading, particularly with respect to the code‐based domain. We discuss potential uses of the KnERDI in future research and practice, positive trends in educators’ performance on the instrument, and challenges in measuring educators’ knowledge for supporting higher‐level language and comprehension processes.}, number={3 (Jul/Aug/Sep 2022)}, journal={Reading Research Quarterly}, publisher={Wiley Online Library}, author={Davis, D. and Samuelson, C. and Griefenhagen, J. and Delaco, R. and Relyea, J.}, year={2021}, month={Oct}, pages={781–804} }
 @article{kim_relyea_burkhauser_scherer_rich_2021, title={Improving Elementary Grade Students’ Science and Social Studies Vocabulary Knowledge Depth, Reading Comprehension, and Argumentative Writing: a Conceptual Replication}, volume={33}, ISSN={1040-726X 1573-336X}, url={http://dx.doi.org/10.1007/s10648-021-09609-6}, DOI={10.1007/s10648-021-09609-6}, number={4}, journal={Educational Psychology Review}, publisher={Springer Science and Business Media LLC}, author={Kim, James S. and Relyea, Jackie Eunjung and Burkhauser, Mary A. and Scherer, Ethan and Rich, Patrick}, year={2021}, month={Apr}, pages={1935–1964} }
 @article{kim_burkhauser_mesite_asher_relyea_fitzgerald_elmore_2021, title={Improving reading comprehension, science domain knowledge, and reading engagement through a first-grade content literacy intervention.}, volume={113}, ISSN={1939-2176 0022-0663}, url={http://dx.doi.org/10.1037/edu0000465}, DOI={10.1037/edu0000465}, abstractNote={This study investigated the effectiveness of the Model of Reading Engagement (MORE), a content literacy intervention, on first graders’ science domain knowledge, reading engagement, and reading comprehension. The MORE intervention emphasizes the role of domain knowledge and reading engagement in supporting reading comprehension. MORE lessons included a 10-day thematic unit that provided a framework for students to connect new learning to a meaningful schema (i.e., Arctic animal survival) and to pursue mastery goals for acquiring domain knowledge. A total of 38 first-grade classrooms (N = 674 students) within 10 elementary schools were randomly assigned to (a) MORE at school (MS), (b) MORE at home, (MS-H), in which the MS condition included at-home reading, or (c) typical instruction. Since there were minimal differences in procedures between the MS and MS-H conditions, the main analyses combined the two treatment groups. Findings from hierarchical linear models revealed that the MORE intervention had a positive and significant effect on science domain knowledge, as measured by vocabulary knowledge depth (effect size [ES] = .30), listening comprehension (ES = .40), and argumentative writing (ES = .24). The MORE intervention effects on reading engagement as measured by situational interest, reading motivation, and task orientations were not statistically significant. However, the intervention had a significant, positive effect on a distal measure of reading comprehension (ES = .11), and there was no evidence of Treatment × Aptitude interaction effects. Content literacy can facilitate first graders’ acquisition of science domain knowledge and reading comprehension without contributing to Matthew effects. (PsycInfo Database Record (c) 2021 APA, all rights reserved)}, number={1}, journal={Journal of Educational Psychology}, publisher={American Psychological Association (APA)}, author={Kim, James S. and Burkhauser, Mary A. and Mesite, Laura M. and Asher, Catherine A. and Relyea, Jackie Eunjung and Fitzgerald, Jill and Elmore, Jeff}, year={2021}, month={Jan}, pages={3–26} }
 @article{wui_zhang_relyea_wong_nam_2021, title={The intersection of perceptions of classroom openness with civic engagement among young urban adolescents in science classroom}, volume={12}, ISSN={["1532-480X"]}, url={http://dx.doi.org/10.1080/10888691.2021.2007769}, DOI={10.1080/10888691.2021.2007769}, abstractNote={This study examined the extent to which student perceptions of classroom openness and personal characteristics were associated with civic engagement. Survey data including student perceptions of classroom openness, which indicates perceived levels of social and political discussions in the classroom, and personal characteristics such as gender, science engagement, and English Learner (EL) status were collected in 6th-grade science classrooms in an urban intermediate school. Civic engagement was measured using the personally responsible and participatory types of citizenship. Results from hierarchical linear regressions showed that student perceptions of classroom openness uniquely predicted the personally responsible citizen but not participatory citizen after controlling for personal characteristics. Science engagement and gender were significant predictors of both citizenship types. Implications for civic education for middle school science classrooms were discussed.}, journal={APPLIED DEVELOPMENTAL SCIENCE}, publisher={Informa UK Limited}, author={Wui, Ma. Glenda Lopez and Zhang, Jie and Relyea, Jackie Eunjung and Wong, Sissy S. and Nam, Rosa}, year={2021}, month={Nov} }
 @inproceedings{lee_dufresne_relyea_2021, title={They are Doers: Writing to advocate with immigrant youth in community-based organizations}, author={Lee, C.C. and Dufresne, K. and Relyea, J.E.}, year={2021}, month={Apr} }
 @inproceedings{kim_burkhauser_relyea_gilbert_scherer_fitzgerald_mosher_mcintyre_2021, title={Transfer effects of an elementary grade content literacy intervention on second graders’ science content reading comprehension: A cluster randomized controlled trial}, author={Kim, J.S. and Burkhauser, B. and Relyea, J.E. and Gilbert, J.B. and Scherer, E. and Fitzgerald, J. and Mosher, D. and McIntyre, J.}, year={2021}, month={Sep} }
 @article{lee_dufresne_relyea_2021, title={“They Are Doers”: Writing to Advocate With Immigrant Youth in Community‐Based Organizations}, volume={64}, ISSN={1081-3004 1936-2706}, url={http://dx.doi.org/10.1002/jaal.1131}, DOI={10.1002/jaal.1131}, abstractNote={Abstract Over the course of a year, student authors in the Juntos NC Writing Project participated in the Literary and Community Initiative to write, publish, and share their lived experiences and identities as Latinx immigrants and first‐generation high school students in North Carolina. Throughout the publication process of their collaborative bilingual book titled The Voices of Our People: Nuestras Verdades , student authors actively engaged in pursuing advocacy and activism in three ways: (1) community space as an intentional space for advocacy, (2) writing as a vehicle for collective advocacy, and (3) publishing and sharing as an opportunity for youth activism. The participants’ words and actions demonstrated how youth in community organizations can use literacy practices to collectively advocate for their community and become activists who write about and vocalize immigrant youth’s strengths and needs.}, number={5}, journal={Journal of Adolescent & Adult Literacy}, publisher={Wiley}, author={Lee, Crystal Chen and Dufresne, Kelsey Virginia and Relyea, Jackie Eunjung}, year={2021}, month={Mar}, pages={497–509} }
 @inproceedings{relyea_kim_2020, title={Effects of early content literacy intervention in improving academic vocabulary and argumentative writing of children from diverse language backgrounds}, booktitle={American Education Research Association (AERA) Annual Meeting}, author={Relyea, J.E. and Kim, J.S.}, year={2020}, month={Apr} }
 @inproceedings{relyea_kim_burkhauser_scherer_2020, title={Examining the effectiveness of content literacy instruction on first and second graders’ reading comprehension (Abstract / Summary)}, author={Relyea, J.E. and Kim, J.S. and Burkhauser, M. and Scherer, E.}, year={2020}, month={Jul} }
 @article{fitzgerald_relyea_elmore_hiebert_2020, title={Has the Presence of First‐Grade Core Reading Program Academic Vocabulary Changed Across Six Decades?}, volume={56}, ISSN={0034-0553 1936-2722}, url={http://dx.doi.org/10.1002/rrq.329}, DOI={10.1002/rrq.329}, abstractNote={Abstract The purpose of the present study was to examine possible shifts in the presence of academic vocabulary across the past six decades for a continually best‐selling first‐grade core reading program. The authors examined seven program years dating from 1962 to 2013 and computationally determined four categories of academic vocabulary (science, mathematics, social studies, and general academic) in each program. The primary research question was, Did the volume of academic words in a program year rise with advancing years? A secondary supplementary question was, Did the propensity toward academic affinity of a program considered as a whole rise with advancing years? The authors employed two types of academic word measures: (1) A word was deemed to be academic or not, and if it was academic, it was assigned to one of the four academic categories, and then academic words were counted; and (2) a novel measure, academic affinity, was a continuous measure of the probability that a word was academic (in each of the four academic vocabulary categories). The authors conducted Poisson regression modeling and hierarchical generalized linear modeling. The main conclusions were that later first‐grade core reading program years included a moderately higher volume of science, social studies, and total academic words as compared with earlier years and that the science, social studies, and general academic affinity of the program as a whole was statistically higher in later years, but in practical terms, the change was not remarkable.}, number={4}, journal={Reading Research Quarterly}, publisher={Wiley}, author={Fitzgerald, Jill and Relyea, Jackie Eunjung and Elmore, Jeff and Hiebert, Elfrieda H.}, year={2020}, month={Oct}, pages={737–759} }
 @misc{kim_relyea_burkhauser_scherer_rich_2020, title={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.}, author={Kim, J. and Relyea, J. and Burkhauser, M. and Scherer, E. and Rich, P.}, year={2020}, month={Apr} }
 @inproceedings{wong_zhang_donze_relyea_wui_2020, place={Portland, OR}, title={Socio-scientific issues to engage students in claims, evidence and reasoning}, author={Wong, S. and Zhang, J. and Donze, J. and Relyea, J.E. and Wui, M.G.}, year={2020}, month={Mar} }
 @inproceedings{zhang_zhang_relyea_yan_wui_nam_enriquez-andrade_li_anand_kharabi-yamato_2020, title={The role of orthography and morphology in vocabulary learning purposes}, booktitle={American Education Research Association (AERA) Annual Meeting}, author={Zhang, J. and Zhang, H. and Relyea, J.E. and Yan, Y. and Wui, M.L. and Nam, R. and Enriquez-Andrade, A. and Li, X. and Anand, N. and Kharabi-Yamato, L.}, year={2020}, month={Apr} }
 @inproceedings{samuelson_relyea_dawson_davis_2020, title={Third-grade reading content coverage and school district poverty}, author={Samuelson, C.W. and Relyea, J.E. and Dawson, S.D. and Davis, D.}, year={2020}, month={Dec} }
 @inproceedings{samuelson_relyea_dawson_davis_2020, title={Third-grade third grade reading content coverage and school district poverty}, author={Samuelson, C.W. and Relyea, J.E. and Dawson, S.D. and Davis, D.}, year={2020}, month={Dec} }
 @inproceedings{relyea_zhang_wong_wui_donze_2019, title={Academic vocabulary in inquiry-based science classroom discussion among urban school students}, author={Relyea, J.E. and Zhang, J. and Wong, S. and Wui, M.G. and Donze, J.}, year={2019}, month={Apr} }
 @misc{fitzgerald_relyea_2019, title={Bilingual education programs and student achievement}, ISBN={9781351257848}, url={http://dx.doi.org/10.4324/9781351257848-30}, DOI={10.4324/9781351257848-30}, journal={Visible Learning Guide to Student Achievement}, publisher={Routledge}, author={Fitzgerald, Jill and Relyea, Jackie Eunjung}, year={2019}, month={Oct}, pages={203–209} }
 @article{relyea_zhang_liu_lopez wui_2019, title={Contribution of Home Language and Literacy Environment to English Reading Comprehension for Emergent Bilinguals: Sequential Mediation Model Analyses}, volume={11}, ISSN={0034-0553 1936-2722}, url={http://dx.doi.org/10.1002/rrq.288}, DOI={10.1002/rrq.288}, abstractNote={Abstract The purpose of the present study was to explore the dimensionality of the English home language and literacy environment ( HLLE ) construct in multilingual home settings for fourth‐ and fifth‐grade emergent bilinguals. The authors also evaluated a framework of mediating mechanisms underlying the effects of emergent bilinguals’ English HLLE on English reading comprehension by testing the mediation role of morphological awareness and vocabulary. Confirmatory factor analytic results showed that home language use and home literacy environment are two distinct but internally related subdomains embedded within the general HLLE construct. This finding confirms the complex and multifaceted nature of HLLE as depicted in the literature. Moreover, findings from sequential mediation analyses indicated that HLLE had no significant direct effect on English reading comprehension but made a substantial contribution to morphological awareness, which in turn influenced vocabulary and further enhanced reading comprehension. The present study contributes to the current literature by providing a more comprehensive view of the pathways through which emergent bilinguals’ HLLE leads to reading comprehension.}, journal={Reading Research Quarterly}, publisher={Wiley}, author={Relyea, Jackie Eunjung and Zhang, Jie and Liu, Yu and Lopez Wui, Ma. Glenda}, year={2019}, month={Nov} }
 @article{fitzgerald_elmore_relyea_stenner_2019, title={Domain-specific academic vocabulary network development in elementary grades core disciplinary textbooks.}, volume={8}, ISSN={1939-2176 0022-0663}, url={http://dx.doi.org/10.1037/edu0000386}, DOI={10.1037/edu0000386}, abstractNote={Academic vocabulary networks were examined in 3 elementary grades textbook programs (first through fifth grade) in 3 domains—science, mathematics, and social studies. Within each program, a given network consisted of a focal domain-specific academic word and the collection of words from all grades that overlapped in meaning with the focal word. Academic words and the networks for each domain-specific academic word were computationally determined. For each network, the time at which the first network word appeared represented the inception of the network. The network’s expansion across the grades was tracked as additional words appeared. The main research questions were as follows: (a) Did network growth patterns across grades vary according to domain? and, within domain, (b) Did network patterns vary according to two focal domain-specific academic word characteristics? The two focal word characteristics were the age at which the focal word’s meaning was typically known and the timing of the introduction of the focal word. Multilevel growth model analyses were conducted. The dependent variable was number of words, called nodes, in a network at each time point across the grades. Main conclusions were the following: (a) network patterns varied across domains, with social studies networks most different from those in the other two domains; and (b) network growth pattern varied according to selected focal word characteristics, and the focal word characteristic effect varied by domain. (PsycInfo Database Record (c) 2020 APA, all rights reserved)}, journal={Journal of Educational Psychology}, publisher={American Psychological Association (APA)}, author={Fitzgerald, Jill and Elmore, Jeff and Relyea, Jackie Eunjung and Stenner, A. Jackson}, year={2019}, month={Aug} }
 @inproceedings{relyea_kim_burkhauser_mesite_armstrong_2019, place={Toronto, Canada}, title={Effects of first-grade content-area literacy intervention on reading, writing, domain knowledge, and reading motivation for English learners and English-proficient students}, author={Relyea, J.E. and Kim, J.S. and Burkhauser, M. and Mesite, L. and Armstrong, C.}, year={2019}, month={Jul} }
 @article{relyea_amendum_2019, title={English Reading Growth in Spanish‐Speaking Bilingual Students: Moderating Effect of English Proficiency on Cross‐Linguistic Influence}, volume={7}, ISSN={0009-3920 1467-8624}, url={http://dx.doi.org/10.1111/cdev.13288}, DOI={10.1111/cdev.13288}, abstractNote={This study examined the extent to which kindergarten Spanish reading affected English reading growth trajectories through fourth grade among nationally representative Spanish-speaking bilingual students (N = 312) in the United States and whether the association varied by students' English oral proficiency. Multilevel growth curve analyses revealed that stronger early Spanish reading was related to greater English reading growth. Within the stronger Spanish reading group, students with lower English oral proficiency initially began behind their counterparts but caught up with and surpassed them later. Within the weaker Spanish reading group, the difference between lower and higher English oral proficiency groups increased over time. Findings suggest that initially well-developed Spanish reading competence plays a greater role in English reading development than English oral proficiency.}, journal={Child Development}, publisher={Wiley}, author={Relyea, Jackie Eunjung and Amendum, Steven J.}, year={2019}, month={Jul} }
 @inproceedings{wui_relyea_zhang_wong_donze_2019, place={Toronto, Canada}, title={Exploring the relationships among civic engagement, academic vocabulary and science content knowledge}, author={Wui, M.G. and Relyea, J.E. and Zhang, J. and Wong, S. and Donze, J.}, year={2019}, month={Apr} }
 @inproceedings{fitzgerald_elmore_relyea_stenner_2019, title={Has the presence of first-grade core reading program academic vocabulary changed across six decades?}, author={Fitzgerald, J. and Elmore, J. and Relyea, J.E. and Stenner, J.}, year={2019}, month={Jul} }
 @inproceedings{zhang_wui_relyea_wong_donze_2019, title={Improving early adolescents’ argumentative writing through dialogic inquiry of socioscientific issues}, author={Zhang, J. and Wui, M.G. and Relyea, J.E. and Wong, S. and Donze, J.}, year={2019}, month={Apr} }
 @inproceedings{ju_cho_relyea_choi_2019, title={Predicting reading growth trajectories of language-minority students: Effects of parents’ home language input}, author={Ju, U. and Cho, E. and Relyea, J.E. and Choi, I.}, year={2019}, month={Apr} }
 @inproceedings{relyea_kim_han_kim_2019, title={Reading motivation and L2 reading comprehension for Korean elementary students: Mediating role of metacognitive and metalinguistic awareness}, author={Relyea, J.E. and Kim, J.-Y. and Han, S. and Kim, C.-M.}, year={2019}, month={Apr} }
 @misc{relyea_2018, title={Accelerating Reading Growth of Linguistically Diverse Students in the U.S}, author={Relyea, J.E.}, year={2018}, month={Jan} }
 @misc{relyea_2018, title={Contribution of Home Language and Literacy Environment to English Reading Comprehension for Emergent Bilinguals: Sequential Mediation Model Analyses}, author={Relyea, J.E.}, year={2018}, month={Aug} }
 @inproceedings{relyea_zhang_liu_wui_yan_ho_2018, title={Direct and indirect effects of home literacy environment on reading comprehension in monolinguals and English learners}, author={Relyea, J.E. and Zhang, J. and Liu, Y. and Wui, G. and Yan, Y. and Ho, T.}, year={2018}, month={Apr} }
 @inproceedings{fitzgerald_elmore_relyea_kung_2018, title={Domain-specific academic vocabulary development in elementary grades core disciplinary textbooks}, author={Fitzgerald, J. and Elmore, J. and Relyea, J. and Kung, M.}, year={2018}, month={Jul} }
 @inproceedings{relyea_zhang_liu_2018, title={Effects of home literacy environment on reading comprehension: A bifactor sequential mediation model}, author={Relyea, J.E. and Zhang, J. and Liu, Y.}, year={2018}, month={Jul} }
 @article{relyea_fitzgerald_2018, title={Relationship between early word-reading and long-term reading-comprehension growth for language-minority learners compared to native-english-speaking students}, volume={39}, ISSN={0270-2711 1521-0685}, url={http://dx.doi.org/10.1080/02702711.2018.1471162}, DOI={10.1080/02702711.2018.1471162}, abstractNote={The present study used data from the Early Childhood Longitudinal Study–Kindergarten Class of 1998–1999 to examine whether the relationship between first-grade word-reading and reading-comprehensio...}, number={6}, journal={Reading Psychology}, publisher={Informa UK Limited}, author={Relyea, Jackie Eunjung and Fitzgerald, Jill}, year={2018}, month={May}, pages={499–536} }
 @inproceedings{relyea_zhang_wui_wong_donze_2018, title={The effectiveness of discussion-based vocabulary instruction in sixth-grade science class on academic vocabulary development}, author={Relyea, J.E. and Zhang, J. and Wui, G. and Wong, S. and Donze, J.}, year={2018}, month={Jul} }
 @inproceedings{relyea_kung_2018, title={Transactional relations among working memory, cognitive flexibility, and reading ability for language-minority and monolingual students: A cross-lagged path analysis}, author={Relyea, J.E. and Kung, M.}, year={2018}, month={Jul} }
 @article{zhang_wong_relyea_wui_emenahar_2017, title={Creating language-rich science classrooms for english language learners}, volume={47}, number={2}, journal={English in Texas}, author={Zhang, J. and Wong, S. and Relyea, J.E. and Wui, G. and Emenahar, Uchenna}, year={2017}, pages={7–12} }
 @inproceedings{relyea_2017, title={Early L2 reading growth trajectories in language-minority students: The moderating effect of L2 proficiency on cross-language influence}, author={Relyea, J.E.}, year={2017}, month={Apr} }
 @inproceedings{relyea_zhang_2017, title={Unpacking the relationship between morphological awareness and word learning in first and second language: Mediating role of cognitive and word-level reading skills}, author={Relyea, J.E. and Zhang, J.}, year={2017}, month={Jul} }
 @article{fitzgerald_elmore_relyea_hiebert_stenner_2016, title={Has first-grade core-reading-program text complexity changed across six decades?}, volume={51}, url={https://doi.org/10.1002/rrq.115}, DOI={10.1002/rrq.115}, abstractNote={The purpose of the study was to address possible text complexity shifts across the past six decades for a continually best-selling first-grade core reading program. The anthologies of one publisher's seven first-grade core reading programs were examined using computer-based analytics, dating from 1962 to 2013. Variables were Overall Text Complexity Level and nine text-characteristic operationalizations: number of Syllables in words and Decoding (word structure); Age of Acquisition, Abstractness, and Word Rareness (word meaning); and Intersentential Complexity, Text Density, Phrase Diversity, and Noncompressibility (discourse level). Multilevel modeling was conducted. There were three main conclusions: (1) Overall Text Complexity levels trended toward more complexity in more recent years. (2) For four of the nine text characteristics, program years were different in the text characteristic progression from the beginning to the end of the first-grade year. Initially in the fall, programs of later years exposed children to word structures (Syllables and Decoding) that were as easy or easier than in earlier years, but there was intense, and incomparable, control over gradually increasing the complexity of word structures throughout the year, ending the first-grade year with the most complex word structures of any year. Simultaneously, as compared with earlier years, there was a pronounced diminished emphasis in the later program years on selected aspects of repetition and redundancy (Text Density and Phrase Diversity) across the first-grade year. (3) Two of the six text characteristics, Age of Acquisition and Word Rareness, trended toward more complexity on average in the later program years.

Chinese

本研究旨在探讨横跨过去60年,在持续畅销的小学一年级核心阅读课程读本中,文本复杂性可能出现之转变。研究者使用基于计算机的分析方法,考查一个出版商从1962年至2013年所出版的七个小一核心阅读课程选集。变量包括整体文本复杂性水平和九个文本特征操作化变量:字词中的音节数量及字词解码(字词结构);习得年龄、抽象性和字词生僻程度(字的意义);句间复杂性、文本密度、短语多样性,以及不能压缩性(语篇层次)。经进行多层次建模分析后,有三个主要结论:(1)较近年的整体文本复杂性倾向较高复杂性水平。(2)就九个文本特征其中的四个来说,文本特征在整个小一学年里从学期初至学期末的进展,因课程年份不同而出现了差异。较近年出版的阅读课程,先让儿童在秋季学期初时接触的字词结构(音节和解码),其容易程度跟较早年出版的课程相若或更容易,但其后就逐渐出现了强烈无比的控制,增加了全学年字词结构的复杂性,结果小一年级课程中的字词结构是所有年级中最为复杂的。同时,与早年出版的课程相比,较近年的整个小一课程,明显地减少强调一些选定方面的重复和冗余(文本密度和短语多样性)。(3)六个文本特征其中的两个,即习得年龄和字词生僻程度,较近年出版的课程平均来说均倾向更多复杂性。

Spanish

El proposito de este estudio fue el de plantear posibles cambios en la complejidad de los textos en las ultimas seis decadas en busca de un programa best-seller comun de lectura de primer grado. Se examinaron las antologias de siete programas comunes de lectura de una editorial usando analiticas computarizadas, entre los anos de 1962 al 2013. Las variables fueron Niveles de Complejidad Textual Global y nueve procesos de funcionamiento caracteristicos de los textos: el numero de Silabas en las palabras y Desciframiento (la estructura de la palabra); Edad al Adquisicion, Cuan Abstracta, y Rareza de la palabra (el significado de la palabra); y la Complejidad Entre Oraciones, la Densidad Textual, la Diversidad Fraseologica, y Falta de Comparacion (nivel de discurso). Se hicieron modelizaciones de multiples niveles. Se llego a tres conclusiones importantes. (1) La Complejidad Textual Global se fue haciendo mas compleja en los ultimos anos. (2) Para cuatro de las nueve caracteristicas textuales, los anos del programa eran diferentes en la evolucion de las caracteristicas textuales desde el principio hasta el final del primer grado. Al principio, en el otono, los programas de los anos subsiguientes exponian a los ninos a estructuras de palabras (Silabas y Desciframiento) que eran tan facil o mas faciles que los anos anteriores, pero incluian un control intenso e incomparable sobre el incremento gradual de la complejidad de las estructuras de palabras al correr el ano, terminando el ano del primer grado con las estructuras mas complejas de palabras de cualquier ano. Al mismo tiempo, al comparar con anos anteriores, se vio una marcada disminucion en el enfasis en los siguientes anos del programa en ciertos aspectos de repeticion y redundancia (Densidad Textual y Diversidad Fraseologica) a traves del ano de primer grado. (3) Dos de las seis caracteristicas textuales, la Edad de Adquisicion y la Rareza de la Palabra, se fueron haciendo mas complejas por lo general en los programas de los siguientes anos.

Arabic

الغرض من هذه الدراسة هوه بحث تطور تعقيد النصوص الذي حصل في العقود الستة الماضية وذلك لبرنامج القراءة الأساسية للصف الأول واللتي كانت مبيعاتها جيدة و باستمرار. تم فحص المختارات من سبعة برامج للقراءة الأساسية الصف الأول من ناشر واحد وحللت باستخدام الحاسوب، ويرجع تاريخها 1962-2013. وكانت المتغيرات لمستوى تعقيد النص الكلي في تسعة مميزات للنص هي: عدد المقاطع في الكلمات، تحليل بنية الكلمة، السن الذي بدأ فيه الإستيعاب، تجريدية الكلمات، ندرة الكلمة (معنى الكلمة)، تعقيد وتداخل الجمل، كثافة النص، تنوع العبارات اللغوية، عدم الإستيعاب (مستوى الخطاب). وقد أجريت النمذجة المتعددة المستويات. كانت هناك ثلاث نتائج رئيسية: (1) اتجهت مستويات التعقيد للنص في العموم لنحو مزيد من التعقيد في السنوات الأخيرة.(2) لأربعة من الخصائص النص التسعة، كانت سنوات البرنامج إختلفت في تطور مميزات النص من بداية وحتى نهاية السنة الدراسية للصف الأول. في البداية في فصل الخريف، كانت البرامج الدراسية للسنوات الأخيرة تعرض الأطفال لهياكل الكلمة (المقاطع اللفظية وفك الأحرف) والتي كانت سهلة أو أسهل مما كانت عليه في السنوات السابقة, ولكن كانت السيطرة على زيادة تعقيد هياكل الكلمة تدريجية وكثيفة، وغير مقارنة، في على مدار العام. وتم الصف الإول بهياكل الكلمات الأكثر تعقيدا من أي صف آخر. في نفس الوقت، بالمقارنة مع السنوات السابقة، كان هناك تقلص واضح في التركيز على جوانب مختارة في التكرار والمثابرة (بالنسبة لكثافة النص وتنوع العبارة) في البرنامج السنوات اللاحق عبر الصف الأول. ( 3) اثنين من خصائص النص ستة: عصر اقتناء وكلمة وندرة الكلمة، اتجهت نحو مزيد من التعقيد في المعدل في برنامج السنوات اللاحقة.

Russian

В исследовании рассматривался уровень сложности текстов популярной базовой программы по развитию чтения у первоклассников и все изменения, которые претерпел этот уровень за шесть десятилетий. Антологии текстов, собранные с 1962 до 2013 год одним издателем для семи программ чтения, были проанализированы компьютерным способом. Учитывались следующие переменные: общий уровень сложности текста и девять текстовых параметров: по структуре слов – число слогов в словах и возможность декодирования; по смыслу слов – возраст усвоения, степень абстрактности и редкость употребления; по дискурсивности – синтаксическая структура, плотность текста, разнообразие фраз и “несжимаемость”. Было проведено многоуровневое моделирование. Получены три основных вывода: (1) общий уровень сложности в последние годы возрос; (2) Показатели по четырем из девяти текстовых параметров разительно отличались в разные годы – программы выстраивались по-разному с начала и до конца первого класса. В сентябре первого класса программы последних лет знакомят детей со структурой (слоги и декодирование) слов столь же простых или даже проще, чем в предыдущие годы, – но в течение года происходит постепенное усложнение структуры слов, и первоклассники заканчивают год, разбираясь в структуре слов, рассчитанных на любой возраст. Одновременно, по сравнению с более ранними годами, сейчас явно меньше внимания уделяется избеганию повторов и избыточности (плотность текста и разнообразие фраз); (3) два параметра – возраст усвоения слов и редкость употребления – в среднем имеют тенденцию к усложнению в более поздних версиях программы.

French

Cette recherche avait pour but d'apprehender d’eventuels changements de complexite textuelle au cours des soixante dernieres annees dans un programme de lecture de base pour la premiere annee qui s'est toujours bien vendu. Nous avons examine les anthologies des programmes de lecture de base d'un editeur lors de sept annees, de 1962 a 2013. Les variables ont ete le niveau de complexite generale et neuf operationnalisations caracteristiques du texte : nombre de syllables par mots et decodage (structure du mot) ; âge d'acquisition, abstraction et rarete des mots (sens des mots) ; complexite interphrastique, densite du texte, et non-compressibilite (niveau du discours). Nous avons realise une modelisation hierarchique. Trois conclusions principales en ressortent : (1) Le niveau de complexite generale tend a augmenter les dernieres annees, (2) Pour quatre des neuf caracteristiques du texte, les annees de programme different dans la progression des caracteristiques du texte entre le debut et la fin de l'annee. Au depart, en automne, les programmes des dernieres annees presentaient aux enfants des structures de mot (syllables et decodage) faciles ou plus faciles que les annees precedentes, mais avec un controle intense et incomparable de l'augmentation progressive de la complexite de la structure des mots au cours de l'annee, conduisant en fin de premiere annee aux structures de mot les plus complexes qui aient jamais ete. En meme temps, par comparaison avec les annees anterieures, on note une baisse prononcee les dernieres annee de l'accent mis sur des aspects definis de repetition et de redondance (densite du texte et diversite des phrases) pendant la premiere annee. (3) Deux des six caracteristiques de l’âge d'acquisition et de rarete des mots tendent en moyenne a plus de complexite dans les programmes des dernieres annees.}, number={1}, journal={Reading Research Quarterly}, author={Fitzgerald, J. and Elmore, J. and Relyea, J.E. and Hiebert, E.H. and Stenner, A.S.}, year={2016}, pages={1–22} }
 @misc{relyea_2016, title={Phonics Instruction in the United States}, author={Relyea, J.E.}, year={2016}, month={Apr} }
 @misc{relyea_2016, title={The Approaches to Effective Lesson Planning}, author={Relyea, J.E.}, year={2016}, month={Jul} }
 @inproceedings{fitzgerald_elmore_relyea_stenner_2015, title={Dramatic changes in the complexity of a first-grade core-reading program across six decades}, author={Fitzgerald, J. and Elmore, J. and Relyea, J.E. and Stenner, A.J.}, year={2015}, month={Dec} }
 @inproceedings{elmore_hiebert_fitzgerald_relyea_stenner_2015, title={The complexity of a first-grade core-reading program over six decades}, author={Elmore, J. and Hiebert, E.H. and Fitzgerald, J. and Relyea, J.E. and Stenner, A.J.}, year={2015}, month={Apr} }
 @inproceedings{relyea_fitzgerald_2015, title={The relation between early word reading and reading comprehension development for language-minority learners and native-English-speaking students}, author={Relyea, J.E. and Fitzgerald, J.}, year={2015}, month={Dec} }
 @inproceedings{relyea_2015, title={The role of early English-word reading in English reading-comprehension growth for language-minority learners and native-English-speaking students}, author={Relyea, J.E.}, year={2015}, month={Apr} }
 @article{fitzgerald_amendum_relyea_garcia_2014, title={Is Overall Oral English Ability Related to Young Latinos' English Reading Growth?}, volume={31}, ISSN={1057-3569 1521-0693}, url={http://dx.doi.org/10.1080/10573569.2013.857972}, DOI={10.1080/10573569.2013.857972}, abstractNote={The present study investigated whether young Latino dual-language learners' 2-year English reading growth varied over time according to their initial overall oral English ability. We followed 41 Latino children for 2 years. We tested overall oral English at the beginning of the study and administered multiple curriculum-based reading assessments at the beginning, middle, and end of each of the 2 years. The main conclusions were as follows: (a) The pattern of Instructional Reading Level growth and sound- and word-level subprocesses varied according to Overall Oral English ability. However, the impact of oral English was principally for students who had extremely low initial oral English. (b) There was no differential pattern in Comprehension or Fluency growth according to initial Overall Oral English.}, number={1}, journal={Reading & Writing Quarterly}, publisher={Informa UK Limited}, author={Fitzgerald, Jill and Amendum, Steven J. and Relyea, Jackie Eunjung and Garcia, Sandra G.}, year={2014}, month={Nov}, pages={68–95} }
 @article{fitzgerald_hiebert_bowen_relyea-kim_kung_elmore_2014, title={Text Complexity: Primary Teachers’ Views}, volume={54}, ISSN={1938-8071 1938-8063}, url={http://dx.doi.org/10.1080/19388071.2014.954086}, DOI={10.1080/19388071.2014.954086}, abstractNote={The research question was, “What text characteristics do primary teachers think are most important for early grades text complexity?” Teachers from across the United States accomplished a two-part task. First, to stimulate teachers’ thinking about important text characteristics, primary teachers completed an online paired-text comparison task. While doing the task, teachers were asked to decide which texts in pairs were more complex, and they were also asked to think about which text characteristics mattered most for their decisions. Next, teachers completed a questionnaire, with primary focus on the text characteristics teachers thought mattered most for early grades text complexity. The teachers emphasized word decodability, word frequency, pictures, and word meanings, and they also referenced other characteristics. Their outlook has implications for implementation of the Common Core Standard on text complexity for young children learning to read.}, number={1}, journal={Literacy Research and Instruction}, publisher={Informa UK Limited}, author={Fitzgerald, Jill and Hiebert, Elfrieda H. and Bowen, Kimberly and Relyea-Kim, E. Jackie and Kung, Melody and Elmore, Jeff}, year={2014}, month={Oct}, pages={19–44} }
 @inbook{fitzgerald_relyea_2013, place={New York, NY}, title={Bilingual education programs and student achievement}, booktitle={International guide to student achievement}, publisher={Routledge}, author={Fitzgerald, J. and Relyea, J.E.}, editor={Hattie, J.A.C. and Anderman, E.M.Editors}, year={2013}, pages={285–288} }
 @misc{relyea_2013, title={The History of Korea and Korean Language}, author={Relyea, J.E.}, year={2013}, month={Sep} }
 @inproceedings{relyea_2012, title={Cross-linguistic transfer research for bilingual children’s literacy development}, author={Relyea, J.E.}, year={2012}, month={Apr} }
 @inproceedings{garcia_relyea_amendum_fitzgerald_2012, title={Is oral- Spanish ability related to young Latino’s English-reading trajectory?}, author={Garcia, S. and Relyea, J.E. and Amendum, S.J. and Fitzgerald, J.}, year={2012}, month={Nov} }
 @inproceedings{relyea_garcia_amendum_fitzgerald_2012, title={Is young Latino’s oral-Spanish (L1) ability related English (L2)-reading growth?}, author={Relyea, J.E. and Garcia, S. and Amendum, S.J. and Fitzgerald, J.}, year={2012}, month={Apr} }
 @misc{relyea_2012, title={Supporting English-Language Learners across Content Areas}, author={Relyea, J.E.}, year={2012}, month={Jul} }
 @inproceedings{kung_relyea_fitzgerald_stenner_sanford-moore_koons_bowen_kim_2012, title={What does English-as-a-foreign-language reading development look like at different stages of English learning: A South Korean example?}, author={Kung, M. and Relyea, J.E. and Fitzgerald, J. and Stenner, A.J. and Sanford-Moore, E.E. and Koons, H.H. and Bowen, K. and Kim, K.H.}, year={2012}, month={Nov} }
 @inproceedings{relyea-kim_2011, title={Cross-linguistic influence on young Latino/as’ second language reading achievement}, author={Relyea-Kim, J.E.}, year={2011}, month={Mar} }
 @inproceedings{relyea-kim_2011, title={Do literacy skills developed in first-language transfer to second-language?}, author={Relyea-Kim, J.E.}, year={2011}, month={Mar} }
 @inproceedings{relyea-kim_garcia_amendum_fitzgerald_2011, title={Is oral-English ability related to young Latino’s English-reading trajectory?}, author={Relyea-Kim, J.E. and Garcia, S. and Amendum, S.J. and Fitzgerald, J.}, year={2011}, month={Nov} }
 @inproceedings{garcia_amendum_relyea-kim_fitzgerald_2011, title={Is oral-English ability related to young Latino’s English-reading trajectory?}, author={Garcia, S. and Amendum, S.J. and Relyea-Kim, J.E. and Fitzgerald, J.}, year={2011}, month={Apr} }
 @misc{relyea_2011, title={Literacy Development for English-Language Learners}, author={Relyea, J.E.}, year={2011}, month={Oct} }
 @inproceedings{relyea-kim_2011, title={Prediction of English reading in young Spanish-speaking English language learners}, author={Relyea-Kim, J.E.}, year={2011}, month={Feb} }
 @inproceedings{kim_relyea-kim_2011, title={Promoting global awareness and cultural communication for ESL pre-service teachers in UNC-China Technology Learning Program}, author={Kim, J.Y. and Relyea-Kim, J.E.}, year={2011}, month={Mar} }
 @book{willers_afrens_leung_ball_relyea_2010, place={Seoul}, title={Bricks intensive listening: Practice for TOEFL (Test of English as a Foreign Language) listening}, publisher={Red Bricks Publications}, author={Willers, A. and Afrens, L. and Leung, K. and Ball, K.T. and Relyea, J.E.}, year={2010} }
 @book{kim_relyea_lee_2010, place={Seoul}, title={Preparation & Practice for TEPS}, publisher={Wearebooks Publications}, author={Kim, J. and Relyea, J.E. and Lee, K.}, year={2010} }
 @book{douloff_kim_ma_haid_2009, place={Seoul}, edition={2nd edition}, title={This is grammar: Advanced I}, publisher={Nexus Publications}, author={Douloff, C. and Kim, J.E. and Ma, H. and Haid, J.F.}, year={2009} }
 @book{douloff_kim (relyea)_2009, place={Seoul}, edition={2nd edition}, title={This is grammar: Intermediate II}, publisher={Nexus Publications}, author={Douloff, C. and Kim (Relyea), J.E.}, year={2009} }
 @article{kim (relyea)_2008, title={An English for Specific Purposes (ESP) course for nursing college students: Needs analysis}, volume={24}, number={3}, journal={Korean Journal of Applied Linguistics}, author={Kim (Relyea), J.E.}, year={2008}, pages={349–372} }