Jackie Eunjung Relyea is an assistant professor of literacy education at North Carolina State University. Prior to joining the faculty, she was a postdoctoral research fellow at Harvard University and University of Houston. Her primary research interests focus on academic language and reading development of young children from culturally and linguistically diverse backgrounds. She is also interested in empirically testing competing theories that represent different hypotheses about reading development. Her recent research focuses on evaluations of adaptive literacy intervention designed to improve children's reading comprehension, domain knowledge, and motivation. Her research has appeared in peer-reviewed journals including, Child Development, Journal of Educational Psychology, Reading Research Quarterly, Reading Psychology, and Reading & Writing Quarterly.
Ph.D. in Literacy Education from University of North Carolina at Chapel Hill in 2015
Selected Scholarly Publications
- Kim, J. S., Burkhauser, M. A., Mesite, L., Asher, C., Relyea, J. E., Fitzgerald, J., & Elmore, J. (forthcoming). Improving reading comprehension, science domain knowledge, and reading engagement through a first-grade content literacy intervention. Journal of Educational Psychology.
- Relyea, J. E., Zhang, J., Liu, Y., & Wui, G. (2019). Contribution of home language and literacy environment to English reading comprehension for emergent bilinguals: Sequential mediation model analyses. Reading Research Quarterly. Advance online publication.
- Fitzgerald, J., Elmore, J., Relyea, J. E., & Stenner, A. J. (2019). Domain-specific academic vocabulary network development in elementary grades core disciplinary textbooks. Journal of Educational Psychology.
- Relyea, J. E. & Amendum, S. (2019). English reading growth in Spanish-speaking bilingual students: Moderating effect of English proficiency on cross-linguistic influence. Child Development.
- Fitzgerald, J., & Relyea, J. E. (2019). Bilingual education programs and student achievement. In J. A. C. Hattie & E. M. Anderman (Eds.), Visible learning guide to student achievement. New York, NY: Routledge.
- 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,
- Zhang, J. Wong, S., Relyea, J. E., & Wui, G. (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.
- 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
- 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.
- ECI 541 Reading In the Content Areas
- ECI 645 Supervised Practicum in Literacy