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Bio

Jackie Eunjung Relyea, Ph.D., is an Associate Professor of Early Literacy and Teacher Education in the College of Education at North Carolina State University. She directs The CLICK Lab (CLICK: Cultivating Literacy, Inquiry, and Content Knowledge) and co-directs The Literacy Space, collaborative initiatives that bring together researchers, educators, and district partners to advance equitable, evidence-based literacy practices. She also serves as a Faculty Associate at READS Lab at Harvard Graduate School of Education. Her research program examines how instructional conditions and individual differences interact to shape reading development, with particular focus on the mechanisms through which content knowledge, vocabulary networks, and cross-linguistic resources support reading comprehension for multilingual learners. She conducts design-based implementation research and randomized controlled trials to develop and evaluate content-integrated literacy instruction across Tier 1 classroom and Tier 2 small-group settings, examining how such instruction fosters knowledge building, language and literacy development, and engagement in the elementary grades.

Her collaborative intervention research includes the Model of Reading Engagement (MORE), a sustained and spiraled Tier 1 content literacy curriculum across grades 1-3 that has demonstrated positive effects on vocabulary knowledge depth, reading comprehension, argumentative writing, and transfer to mathematics achievement, and the Building Knowledge, Language, and Inquiry (K.L.I.) Tier 2 intervention designed to accelerate literacy learning for grades 3-5 multilingual learners through structured small-group instruction emphasizing informational text comprehension, academic language development, and content knowledge building.

Her research has been funded by the Institute of Education Sciences (IES), American Educational Research Association-National Science Foundation (AERA-NSF), Chan Zuckerberg Initiative (CZI), NC State Outreach and Engagement, and the Friday Institute for Educational Innovation. Her scholarly work has appeared in leading peer-reviewed journals, including Journal of Educational Psychology, Child Development, Educational Psychology Review, Reading Research Quarterly, Developmental Psychology, and Reading and Writing. She has received the 2025 Dina Feitelson Research Award from the International Literacy Association (ILA) and the 2024 Jerry Johns Promising Researcher Award from the Association of Literacy Educators and Researchers (ALER). She was also named NC State’s 2025 University Faculty Scholar and 2021 Impact Scholar for her research-practice partnerships and community-engaged scholarship.

She is currently accepting doctoral students for admission in the 2026-2027 academic year.

Honors and Awards

• 2025 Dina Feitelson Research Award, The International Literacy Association (ILA)
• 2024 The Jerry Johns Promising Researcher Award, Association of Literacy Educators and Researchers (ALER)
• 2024 Editorial Fellowship, Journal of Educational Psychology
• 2022 Outstanding Young Alumnus Award, UNC-Chapel Hill
• 2022 NC State University Outstanding Engagement Award
• 2021 NC State University Chancellor’s Creating Community Award for Outstanding Faculty Nominee
• 2021 NC State University Impact Scholar Award
• 2021 Michael Salwen Scholarship Award, Korean-American Educational Research Association (KAERA)
• 2019 Harvard University Postdoctoral Award for Professional Development
• 2017 & 2018 University of Houston Postdoctoral Fellow Research Award

Courses Taught

• ECI 709 Developing Language and Literacy for Multilingual Students
• ECI 645 Supervised Practicum in Literacy
• ECI 541 Reading in the Content Areas
• ECI 540 Reading in Elementary School
• ECI 509 Special Problems in Curriculum and Instruction: Writing Instruction in Elementary Grades

Selected Scholarly Publications

• Full-text publications from ResearchGate

Relyea, J. E., Himes, M., Grifenhagen, J., Davis, D. S., Fu, X., & Jones, J. S. (2026). Toward an equitable implementation of the science of reading: K-5 teachers’ sensemaking and support needs. Teaching and Teacher Education, 169, 105288. https://doi.org/10.1016/j.tate.2025.105288 (open access)

Relyea, J.E., Gilbert, J.B., Burkhauser, M.A., Scherer, E., Mosher, D., Wei, Z., Tvedt, J., & Kim, J.S. (2025). Asset-based implementation of structured adaptations in an online third-grade content literacy intervention. Reading Research Quarterly. https://doi.org/10.1002/rrq.70048 (open access)

Hwang, H.J., Son, Y., Relyea, J.E., & Jeon, H. (2025). Bidirectional relations of reading with social studies and science domain knowledge among Korean students. Reading and Writing. https://doi.org/10.1007/s11145-025-10670-8 (open access)

Relyea, J. E. (2025). Unpacking heterogeneity: Executive function and reading development in U.S. multilingual learners from kindergarten to third grade. Learning and Individual Differences, 120. https://doi.org/10.1016/j.lindif.2025.102690 (open access)

Davis, D. S., Relyea, J. E., Samuelson, C., Huang, B., & Dobis, C. (2025). Usability of a reading intervention for upper-elementary English learners: Building reading comprehension through Knowledge, Language, and Structured Inquiry (K.L.I.). AERA Open, 11. https://doi.org/10.1177/23328584251323893 (open access)

Relyea, J. E., Davis, D. S., Dobis, C., Huang, B., & Samuelson, C. (2025). Feasibility of Knowledge, Language, and Inquiry (K.L.I.) intervention for multilingual English learners. The Journal of Educational Research. https://doi.org/10.1080/00220671.2024.2449035 (open access)

Relyea, J. E., & Hwang, H. (2024). Transactional development of science and mathematics knowledge and reading proficiency for multilingual students across languages of instruction. Developmental Psychology. https://doi.org/10.1037/dev0001858

Relyea, J. E., Kim, J. S., Rich, P., & Fitzgerald, J. (2024). Effects of Tier 1 content literacy intervention on early-grade English learners’ reading and writing: Exploring the mediating roles of domain-specific vocabulary and English language proficiency. Journal of Educational Psychology, 116(7), 1172–1195. https://doi.org/10.1037/edu0000882 (open access)

Fu, X., & Relyea, J. E. (2024). Exploring the role of mind mapping tools in scaffolding narrative writing in English for middle-school EFL students. Education Sciences, 14(10), 1119. https://doi.org/10.3390/educsci14101119 (open access)

Relyea, J. E., Davis, D., Dawson, S. D., & Dobis, C. (2024). Elementary school teachers’ enactment of content literacy curriculum in a virtual tutoring program for multilingual students. Education Sciences. 14(7), 788. https://doi.org/10.3390/educsci14070788 (open access)

Enriquez-Andrade, A., Lopez Wui, M. G., Zhang, J., Relyea, J. E., & Wong, S. (2024). Teachers’ language ideologies and practices on the use of Spanish in science classrooms. Language and Education. https://doi.org/10.1080/09500782.2024.2362912

Kim, J. S., Gilbert, J. B., Relyea, J. E., Rich, P., Scherer, E., Burkhauser, M. A., & Tvedt, J. N. (2024). Time to transfer: Long-term effects of a sustained and spiraled content literacy intervention in the elementary grades. Developmental Psychology. https://doi.org/10.1037/dev0001710 

Mozer, R., Miratrix, L., Relyea, J. E., & Kim, J. S. (2023). Combining human and automated scoring methods in experimental assessments of writing: A case study tutorial. Journal of Educational and Behavioral Statistics. https://doi.org/10.3102/10769986231207886

Ju, U., Cho, E., Relyea, J. E., & Choi, I. (2023). Effects of parents’ early home language use on English reading growth of emergent bilinguals. Journal of Educational Psychology, 115(3), 405–426. https://doi.org/10.1037/edu0000784

Kim, J. S., Burkhauser, M. A., Relyea, J. E., Gilbert, J. B., Scherer, E., Fitzgerald, J., Mosher, D., & McIntyre, S. (2023). A longitudinal randomized trial of a sustained content literacy intervention from first to second grade: transfer effects on students’ reading comprehension outcomes. Journal of Educational Psychology 115(1), 73–98. https://doi.org/10.1037/edu0000751

Zhang, J., Wui, G., Relyea, J. E., Wong, S. S., & Nam, R. (2022). Improving argumentative writing of sixth-grade adolescents through dialogic inquiry of socio-scientific issues. Journal of Writing Research. https://www.jowr.org/index.php/jowr/article/view/1014

Relyea, J. E., Rich, P., Kim, J. S., & Gilbert, J. B. (2022). The COVID-19 impact on reading achievement growth of grade 3-5 students in a U.S. urban school district: Variation across student characteristics and instructional modalities. Reading and Writing. https://doi.org/10.1007/s11145-022-10387-y

Zhang, J., Zhang, H., Relyea, J. E., Wui, G., Yan, Y., Nam, R., Enriquez, A., & Kharabi-Yamato, L. (2022). Orthographic facilitation in upper elementary students: Does attention to morphology of complex words enhance the effects? Annals of Dyslexia. http://doi.org/10.1007/s11881-022-00270-4

Relyea, J. E., Cho, E., & Zagata, E. (2022). First-grade multilingual students’ executive function profiles and links to English reading achievement and difficulties: A person-centered latent profile analysis. Annals of Dyslexia. http://doi.org/10.1007/s11881-022-00272-2

Relyea, J. E., Rich, P., Kim, J. S., & Gilbert, J. B. (2022). The COVID-19 Impact on Reading Achievement Growth of Grade 3-5 Students in a U.S. Urban School District: Variation across Student Characteristics and Instructional Modalities. (EdWorkingPaper: 22-646). Retrieved from Annenberg Institute at Brown University: https://doi.org/10.26300/r7nt-z076

Relyea, J. E., Kim, J. S., & Rich, P. (2022). Effectiveness of Tier 1 content-integrated literacy intervention on early elementary English learners’ reading comprehension and writing: Evidence from randomized controlled trial. (EdWorkingPaper: 22-606). Retrieved from Annenberg Institute at Brown University: https://doi.org/10.26300/jtyp-d911

Zhang, J., Lee, G., Iluore, A. C., Relyea, J. E., & Wui, G. L. (2022). Fostering civic reasoning through disciplinary literacy in multilingual learners. The Reading Teacher. https://doi.org/10.1002/trtr.2143

Fitzgerald, J., Relyea, J. E., & Elmore, J., (2022). Academic vocabulary volume in elementary grades disciplinary textbooks. Journal of Educational Psychology. https://doi.org/10.1037/edu0000735

Relyea, J. E., Zhang, J., Wong, S. S., Samuelson, C., & Wui, Ma. G. L. (2022). Academic vocabulary instruction and socio-scientific issue discussion in urban sixth-grade classrooms. The Journal of Educational Research. https://doi.org/10.1080/00220671.2021.2022584

Mozer, R., Miratrix, L., Relyea, J. E., & Kim, J. (2021). Bridging human and machine scoring in experimental assessments of writing: Tools, tips, and lessons learned from a field trial in education. (EdWorkingPaper: 21-493). Retrieved from Annenberg Institute at Brown University: https://doi.org/10.26300/ecs1-1n25 

Wui, Ma. G. L., Zhang, J., Relyea, J. E., Wong, S. S., & Nam, R. (2021). The intersection of perceptions of classroom openness with civic engagement among young urban adolescents in science classroom. Applied Developmental Science. https://doi.org/10.1080/10888691.2021.2007769

Davis, D. Samuelson, C., Griefenhagen, J., Delaco, R., & Relyea, J. E. (2021). Getting KnERDI with language: Examining teachers’ knowledge for supporting reading development. Reading Research Quarterly. https://doi.org/10.1002/rrq.445

Kim, J. S., Relyea, J. E., Burkhauser, M. A., Scherer, E., & Rich, P. (2021). Improving elementary grade students’ science and social studies vocabulary knowledge depth, reading comprehension, and argumentative writing: A conceptual replication. Educational Psychology Review. https://doi.org/10.1007/s10648-021-09609-6

Lee, C.C., Dufresne, K., & Relyea, J. E. (2021). They are Doers: Writing to advocate with immigrant youth in community-based organizations. Journal of Adolescent & Adult Literacy. 64(5), 497– 509. https://doi.org/10.1002/jaal.1131

Fitzgerald, J., Relyea, J. E., Elmore, J., & Hiebert, E. H. (2021). Has the presence of first-grade core reading program academic vocabulary changed across six decades? Reading Research Quarterly. https://doi.org/10.1002/rrq.329

Fitzgerald, J., Elmore, J., & Relyea, J. E. (2021). Academic vocabulary networks matter for students’ disciplinary learning. The Reading Teacher, 74(5), 569-579. https://doi.org/10.1002/trtr.1976

Kim, J. S., Burkhauser, M. A., Mesite, L. M., Asher, C. A., Relyea, J. E., Fitzgerald, J., & Elmore, J. (2021). Improving reading comprehension, science domain knowledge, and reading engagement through a first-grade content literacy intervention. Journal of Educational Psychology, 113(1), 3-26. https://doi.org/10.1037/edu0000465

Fitzgerald, J., Elmore, J., Relyea, J. E., & Stenner, A. J. (2020). Domain-specific academic vocabulary network development in elementary grades core disciplinary textbooks. Journal of Educational Psychology, 12(5), 855-879. https://doi.org/10.1037/edu0000386

Relyea, J. E., & Amendum, S. (2020). English reading growth in Spanish-speaking bilingual students: Moderating effect of English proficiency on cross-linguistic influence. Child Development, 91(4), 1150-1165. https://doi.org/10.1111/cdev.13288

Relyea, J. E., Zhang, J., Liu, Y., & Wui, Ma. G. L. (2019). Contribution of home language and literacy environment to English reading comprehension for emergent bilinguals: Sequential mediation model analyses. Reading Research Quarterly, 55(0), 473-492. https://doi.org/10.1002/rrq.288

Relyea, J. E., & Fitzgerald, J. (2018). Relationship between early word reading and long-term comprehension growth for language-minority learners compared to native-English-speaking students. Reading Psychology, 39(6), 499-536. https://doi.org/10.1080/02702711.2018.1471162

Zhang, J. Wong, S., Relyea, J. E., & Wui, Ma. G. L. (2017). Designing a socio-scientific issue curriculum on space exploration: Dialogic inquiry approach for English learners. English in Texas, 47(2), 7-12.

Fitzgerald, J., Elmore, J., Relyea, J. E., Hiebert, E. H., & Stenner, A. S. (2016). Has first-grade core-reading-program text complexity changed across six decades? Reading Research Quarterly, 51(1), 1-22. https://doi.org/10.1002/rrq.115

Fitzgerald, J., Amendum, S. J., Relyea, J. E., & Garcia, S. (2015). Is overall oral-English ability related to young Latinos’ English-reading trajectory? Reading & Writing Quarterly: Overcoming Learning Difficulties, 31(1), 68–95. https://doi.org/10.1080/10573569.2013.857972

Fitzgerald, J., Hiebert, E. H., Bowen, K. E., Relyea, J. E., Kung, M., & Elmore, J. (2014). Text complexity: Primary teachers’ views. Literacy Research and Instruction, 53(5), 1–26. https://doi.org/10.1080/19388071.2014.954086

Editorial Boards

• Associate Editor, Journal of Research in Reading
• Editorial Board Member, Reading and Writing
• Editorial Board Member, Early Childhood Research Quarterly
• Editorial Board Member, Journal of Educational Psychology
• Editorial Board Member, Applied Psycholinguistics
• Editorial Review Board Member, Reading Horizon

Area(s) of Expertise

Elementary-Grade Reading/Literacy Education
Multilingual/English Language Learners
Teacher Education
Quantitative Research Methods