Jackie E Relyea
Biographic Data
| ID | 5759628 |
|---|---|
| NAME | Jackie E Relyea |
| GIVEN NAMES | Jackie E |
| FAMILY NAME | Relyea |
| SIGNATURE | RELYEA J E |
| AFFILIATIONS | North Carolina State University |
| ORCID | 0000-0002-7560-7136 |
| VERIFIED | Yes |
| TOTAL WORKS | 24 |
| TOTAL CITATIONS | 3 |
| AUTHOR COUNT | 24 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2020 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Making thinking visible: Metacognitive teacher talk in small-group reading instruction for upper elementary multilingual learners
This study examined how elementary teachers’ metacognitive scaffolding during small-group reading instruction varied across literacy domains and students’ initial proficiency. Drawing on the multidimensional Metacognitive Support Framework, we analyzed 33 lessons from nine teachers implementing the same structured reading comprehension intervention for Grades 3 to 5 multilingual learners. Teacher talk was coded across metacognitive knowledge, met…
Feasibility of the Knowledge, Language, and Inquiry (K.L.I.) intervention for multilingual English learners
This study evaluated the feasibility of the Knowledge, Language, and Inquiry (K.L.I.) intervention, designed to support Grades 3–5 multilingual students classified as English learners (ML-ELs) in building content knowledge, language skills, and reading comprehension through inquiry-based small-group instruction. Feasibility was examined across five dimensions—acceptability, practicality, integration, implementation fidelity, and effectiveness—usi…
Toward an equitable implementation of the science of reading: K-5 teachers' sensemaking and support needs
This study investigates how elementary teachers conceptualize and navigate equitable implementation of the Science of Reading (SoR) amid U.S. state-mandated reforms. Drawing on open-ended survey responses ( n = 275) and interviews ( n = 14), we examine teachers' understanding of equity, multilevel barriers and enablers across individual, school, and system contexts, and support needs for responsive instruction. Findings reveal equitable SoR imple…
Asset‐Based Implementation of Structured Adaptations in an Online Third‐Grade Content Literacy Intervention
Scaling up evidence‐based educational interventions presents challenges, particularly in adapting to new contexts while maintaining fidelity. Structured adaptations that integrate the strengths of experimental science (high fidelity) and improvement science (high adaptation) represent a novel design framework for supporting the equitable implementation of research‐based practices and programs. This preregistered study examined the effectiveness o…
Transactional development of science and mathematics knowledge and reading proficiency for multilingual students across languages of instruction
This longitudinal study explored the reciprocal relations between students' domain-specific knowledge (science and mathematics) and reading proficiency from kindergarten to Grade 5. We compared these relational trajectories across both domains in the overall sample and examined the domain specificity of these relations within a multilingual subsample with varying language instruction backgrounds. Using latent curve modeling with structured residu…
Exploring the Role of Mind Mapping Tools in Scaffolding Narrative Writing in English for Middle-School EFL Students
The purpose of this study was to investigate the effects of scaffolded English writing instruction using mind mapping tools on English narrative writing proficiency among Chinese middle-school EFL students. Specifically, we examined its effects on four subcomponents of narrative writing compositions: lexical complexity, grammatical complexity, accuracy, and fluency. Non-equivalent group pre-test–post-test design was employed in this study. The pa…
Elementary School Teachers’ Enactment of a Content Literacy Curriculum in a Virtual Tutoring Program for Multilingual Students
This study evaluated the usability of a content literacy curriculum designed for graduate students’ practicum experience in a virtual after-school tutoring program for U.S. third-grade multilingual students during the COVID-19 pandemic. We explored teacher perceptions of the successes and challenges encountered while implementing the curriculum. This study involved 12 elementary school teachers enrolled in a graduate school professional developme…
Teachers’ language ideologies and practices on the use of Spanish in science classrooms
This study explores teachers’ use of Spanish in sixth-grade bilingual science classrooms at an urban middle school in Texas. We used a case study approach to study how two Spanish-English bilingual teachers utilized Spanish during instruction in a unit on space exploration and their beliefs on Spanish use in English-dominant science classrooms. The results showed that the teachers used Spanish mainly for classroom management purposes like redirec…
Effects of tier 1 content literacy intervention on early-grade English learners’ reading and writing: Exploring the mediating roles of domain-specific vocabulary and oral language proficiency
This exploratory follow-up study to a randomized controlled trial examined (a) the differential impact of classroom-based (Tier 1) content literacy intervention on reading and argumentative writing outcomes among Grades 1 and 2 English learners (ELs; n = 1,236) and their Englishproficient peers (EPs; n = 4,161) and (b) the mechanisms determining how the intervention yielded effects on ELs. The study was conducted across 30 elementary schools in a…
Time to transfer: Long-term effects of a sustained and spiraled content literacy intervention in the elementary grades
We investigated the effectiveness of a sustained and spiraled content literacy intervention that emphasizes building domain and topic knowledge schemas and vocabulary for elementary-grade students. The model of reading engagement intervention underscores thematic lessons that provide an intellectual structure for helping students connect new learning to a general schema in Grade 1 (animal survival), Grade 2 (scientific investigation of past event…
Effects of parents’ early home language use on English reading growth of emergent bilinguals
A longitudinal randomized trial of a sustained content literacy intervention from first to second grade: Transfer effects on students’ reading comprehension
We developed a sustained content literacy intervention that emphasized building domain and topic knowledge from Grade 1 to Grade 2 and evaluated transfer effects on students’ reading comprehension outcomes. The Model of Reading Engagement (MORE) intervention emphasizes thematic lessons that provide an intellectual framework for helping students connect new learning to a general schema (i.e., how scientists study past events). A total of 30 elemen…
Orthographic facilitation in upper elementary students: Does attention to morphology of complex words enhance the effects
First-grade multilingual students’ executive function profiles and links to English reading achievement and difficulties: A person-centered latent profile analysis
The intersection of perceptions of classroom openness with civic engagement among young urban adolescents in science classroom
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 a…
Academic vocabulary instruction and socio-scientific issue discussion in urban sixth-grade science classrooms
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 significant…
Academic vocabulary volume in elementary grades disciplinary textbooks
Getting KnErdi with Language: Examining Teachers’ Knowledge for Enhancing Reading Development in Code‐Based and Meaning‐Based Domains
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…
Improving reading comprehension, science domain knowledge, and reading engagement through a first-grade content literacy intervention
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 meanin…
They Are Doers”: Writing to Advocate With Immigrant Youth in Community‐Based Organizations
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…
Has the Presence of First‐Grade Core Reading Program Academic Vocabulary Changed Across Six Decades
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 t…
Domain-specific academic vocabulary network development in elementary grades core disciplinary textbooks
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.…
English Reading Growth in Spanish-Speaking Bilingual Students: Moderating Effect of English Proficiency on Cross-Linguistic Influence
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 strong…
Contribution of Home Language and Literacy Environment to English Reading Comprehension for Emergent Bilinguals: Sequential Mediation Model Analyses
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. Co…
Time to transfer: Long-term effects of a sustained and spiraled content literacy intervention in the elementary grades
We investigated the effectiveness of a sustained and spiraled content literacy intervention that emphasizes building domain and topic knowledge schemas and vocabulary for elementary-grade students. The model of reading engagement intervention underscores thematic lessons that provide an intellectual structure for helping students connect new learning to a general schema in Grade 1 (animal survival), Grade 2 (scientific investigation of past event…
Domain-specific academic vocabulary network development in elementary grades core disciplinary textbooks
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.…
English Reading Growth in Spanish-Speaking Bilingual Students: Moderating Effect of English Proficiency on Cross-Linguistic Influence
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 strong…
Contribution of Home Language and Literacy Environment to English Reading Comprehension for Emergent Bilinguals: Sequential Mediation Model Analyses
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. Co…
Improving reading comprehension, science domain knowledge, and reading engagement through a first-grade content literacy intervention
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 meanin…
They Are Doers”: Writing to Advocate With Immigrant Youth in Community‐Based Organizations
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…
Has the Presence of First‐Grade Core Reading Program Academic Vocabulary Changed Across Six Decades
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 t…
Academic vocabulary instruction and socio-scientific issue discussion in urban sixth-grade science classrooms
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 significant…
Academic vocabulary volume in elementary grades disciplinary textbooks
Getting KnErdi with Language: Examining Teachers’ Knowledge for Enhancing Reading Development in Code‐Based and Meaning‐Based Domains
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…
Effects of parents’ early home language use on English reading growth of emergent bilinguals
A longitudinal randomized trial of a sustained content literacy intervention from first to second grade: Transfer effects on students’ reading comprehension
We developed a sustained content literacy intervention that emphasized building domain and topic knowledge from Grade 1 to Grade 2 and evaluated transfer effects on students’ reading comprehension outcomes. The Model of Reading Engagement (MORE) intervention emphasizes thematic lessons that provide an intellectual framework for helping students connect new learning to a general schema (i.e., how scientists study past events). A total of 30 elemen…
Orthographic facilitation in upper elementary students: Does attention to morphology of complex words enhance the effects
First-grade multilingual students’ executive function profiles and links to English reading achievement and difficulties: A person-centered latent profile analysis
The intersection of perceptions of classroom openness with civic engagement among young urban adolescents in science classroom
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 a…
Exploring the Role of Mind Mapping Tools in Scaffolding Narrative Writing in English for Middle-School EFL Students
The purpose of this study was to investigate the effects of scaffolded English writing instruction using mind mapping tools on English narrative writing proficiency among Chinese middle-school EFL students. Specifically, we examined its effects on four subcomponents of narrative writing compositions: lexical complexity, grammatical complexity, accuracy, and fluency. Non-equivalent group pre-test–post-test design was employed in this study. The pa…
Elementary School Teachers’ Enactment of a Content Literacy Curriculum in a Virtual Tutoring Program for Multilingual Students
This study evaluated the usability of a content literacy curriculum designed for graduate students’ practicum experience in a virtual after-school tutoring program for U.S. third-grade multilingual students during the COVID-19 pandemic. We explored teacher perceptions of the successes and challenges encountered while implementing the curriculum. This study involved 12 elementary school teachers enrolled in a graduate school professional developme…
Teachers’ language ideologies and practices on the use of Spanish in science classrooms
This study explores teachers’ use of Spanish in sixth-grade bilingual science classrooms at an urban middle school in Texas. We used a case study approach to study how two Spanish-English bilingual teachers utilized Spanish during instruction in a unit on space exploration and their beliefs on Spanish use in English-dominant science classrooms. The results showed that the teachers used Spanish mainly for classroom management purposes like redirec…
Effects of tier 1 content literacy intervention on early-grade English learners’ reading and writing: Exploring the mediating roles of domain-specific vocabulary and oral language proficiency
This exploratory follow-up study to a randomized controlled trial examined (a) the differential impact of classroom-based (Tier 1) content literacy intervention on reading and argumentative writing outcomes among Grades 1 and 2 English learners (ELs; n = 1,236) and their Englishproficient peers (EPs; n = 4,161) and (b) the mechanisms determining how the intervention yielded effects on ELs. The study was conducted across 30 elementary schools in a…
Time to transfer: Long-term effects of a sustained and spiraled content literacy intervention in the elementary grades
We investigated the effectiveness of a sustained and spiraled content literacy intervention that emphasizes building domain and topic knowledge schemas and vocabulary for elementary-grade students. The model of reading engagement intervention underscores thematic lessons that provide an intellectual structure for helping students connect new learning to a general schema in Grade 1 (animal survival), Grade 2 (scientific investigation of past event…
Feasibility of the Knowledge, Language, and Inquiry (K.L.I.) intervention for multilingual English learners
This study evaluated the feasibility of the Knowledge, Language, and Inquiry (K.L.I.) intervention, designed to support Grades 3–5 multilingual students classified as English learners (ML-ELs) in building content knowledge, language skills, and reading comprehension through inquiry-based small-group instruction. Feasibility was examined across five dimensions—acceptability, practicality, integration, implementation fidelity, and effectiveness—usi…
Toward an equitable implementation of the science of reading: K-5 teachers' sensemaking and support needs
This study investigates how elementary teachers conceptualize and navigate equitable implementation of the Science of Reading (SoR) amid U.S. state-mandated reforms. Drawing on open-ended survey responses ( n = 275) and interviews ( n = 14), we examine teachers' understanding of equity, multilevel barriers and enablers across individual, school, and system contexts, and support needs for responsive instruction. Findings reveal equitable SoR imple…
Asset‐Based Implementation of Structured Adaptations in an Online Third‐Grade Content Literacy Intervention
Scaling up evidence‐based educational interventions presents challenges, particularly in adapting to new contexts while maintaining fidelity. Structured adaptations that integrate the strengths of experimental science (high fidelity) and improvement science (high adaptation) represent a novel design framework for supporting the equitable implementation of research‐based practices and programs. This preregistered study examined the effectiveness o…
Transactional development of science and mathematics knowledge and reading proficiency for multilingual students across languages of instruction
This longitudinal study explored the reciprocal relations between students' domain-specific knowledge (science and mathematics) and reading proficiency from kindergarten to Grade 5. We compared these relational trajectories across both domains in the overall sample and examined the domain specificity of these relations within a multilingual subsample with varying language instruction backgrounds. Using latent curve modeling with structured residu…
Making thinking visible: Metacognitive teacher talk in small-group reading instruction for upper elementary multilingual learners
This study examined how elementary teachers’ metacognitive scaffolding during small-group reading instruction varied across literacy domains and students’ initial proficiency. Drawing on the multidimensional Metacognitive Support Framework, we analyzed 33 lessons from nine teachers implementing the same structured reading comprehension intervention for Grades 3 to 5 multilingual learners. Teacher talk was coded across metacognitive knowledge, met…
Psychology (21 works) · Linguistics (17 works) · Mathematics education (17 works) · Pedagogy (16 works) · Reading and Literacy Development (15 works) · Literacy (11 works) · Reading (process) (9 works) · Reading comprehension (9 works) · Vocabulary (9 works) · Computer Science (8 works)