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Jackie Eunjung Relyea

Assistant Professor, Literacy Education

Poe Hall 310D


Jackie Eunjung Relyea, Ph.D., is an Assistant Professor of Literacy Education in the College of Education at North Carolina State University. Prior to joining the faculty, she held post-doctoral research fellow appointments at Harvard Graduate School of Education and University of Houston. She currently serves as a Co-Director of The Literacy Space and a Director of The CLICK Lab (CLICK: Cultivating Literacy, Inquiry, and Content Knowledge) at NC State University and a Faculty Associate at READS Lab at Harvard Graduate School of Education. She has been named as the 2021 NC State Impact Scholar.

Her research interests center on literacy development and instruction of K-6 students from culturally and linguistically diverse backgrounds. Her research focuses on the development, implementation, and evaluation of evidence-based literacy intervention programs that emphasize the improvement of multilingual students’ academic vocabulary knowledge, informational text comprehension, content knowledge, and reading engagement. Her research projects have been funded by the Institute of Education Sciences (IES), American Educational Research Association-National Science Foundation (AERA-NSF), Chan Zuckerberg Initiative (CZI), and NC State Outreach and Engagement. Her scholarly work has appeared in peer-reviewed journals, including Journal of Educational Psychology, Child Development, Educational Psychology Review, Reading Research Quarterly, Reading Psychology, and The Reading Teacher.

***Dr. Relyea is currently accepting new Ph.D. students for the Fall 2022 semester.

Curriculum Vitae

Courses Taught

  • ECI 540 Reading in the Elementary School
  • ECI 541 Reading in the Content Area
  • ECI 645 Supervised Practicum in Literacy

Honors and Awards

  • 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

Editorial Boards

  • Principal Reviewer Board Member, Journal of Educational Psychology
  • Editorial Review Board Member, Reading Horizon

Selected Scholarly Publications

Davis, D. Samuelson, C., Griefenhagen, J., Delaco, R., & Relyea, J. E. (in press). Getting KnERDI with language: Examining teachers’ knowledge for supporting reading development. Reading Research Quarterly.

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.

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.

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.

Fitzgerald, J., Elmore, J., & Relyea, J. E. (2021). Academic vocabulary networks matter for students’ disciplinary learning. The Reading Teacher, 74(5), 569-579.

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.

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.

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.

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, 55(0), 473-492.

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.


Ph.D. Literacy Education The University of North Carolina at Chapel Hill

Area(s) of Expertise

K-6 Reading/Literacy Education
Multilingual/English Language Learners
Teacher Education
Quantitative Research Methods