HyeJin Hwang
Biographic Data
| ID | 5759629 |
|---|---|
| NAME | HyeJin Hwang |
| GIVEN NAMES | HyeJin |
| FAMILY NAME | Hwang |
| SIGNATURE | HWANG H |
| AFFILIATIONS | University of Minnesota |
| ORCID | 0000-0002-1049-7941 |
| VERIFIED | Yes |
| TOTAL WORKS | 12 |
| TOTAL CITATIONS | 11 |
| AUTHOR COUNT | 12 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2020 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Teaching presence, social presence and digital literacy in predicting online learning experience in elementary students
This study explores the relations among digital literacy, teaching presence, social presence and their impact on perceived online learning within the context of elementary education. The study is grounded in two frameworks that explain online learning: Community of Inquiry (CoI) and digital literacy. Whereas the CoI framework identifies social contexts that may support and enhance online learning, the digital literacy framework focuses more on an…
The Effect of a refutational text on K-1 students’ knowledge revision on a science topic
Impact of a content-rich literacy curriculum on kindergarteners’ vocabulary, listening comprehension, and content knowledge
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…
An Exploration of Instructional Designers’ Prioritization of Competencies
Purposes, Places, and Participants: A Systematic Review of Teacher Language Practices and Child Oral Language Outcomes in Early Childhood Classrooms
A Longitudinal Investigation of Directional Relations Between Domain Knowledge and Reading in the Elementary Years
The present study tested the postulation that “knowledge begets reading, which begets knowledge.” Using Random Intercepts Cross‐Lagged Panel Models (RI‐CLPM), we analyzed a U.S. nationally representative data set to examine the directionality and magnitude of the longitudinal relation between domain knowledge (operationalized as science domain knowledge) and reading throughout the elementary years (from kindergarten to fifth grade), while account…
Rate of Growth of Preschool-Age Children’s Oral Language and Decoding Skills Predicts Beginning Writing Ability
Research Findings: This study examined the extent to which children’s development and growth in oral language and literacy skills during the early childhood period predicted writing ability in the primary grades. Participants were 313 children who were tested on a battery of oral language and literacy measures at four time points, beginning during preschool (M age = 4.2 years) and spaced approximately 6 months apart over 1.5 years. Results provid…
A systematic review of how expertise is cultivated in instructional design coursework
Predicting fourth grade digital reading comprehension: A secondary data analysis of (e)PIRLS 2016
Latent profiles of vocabulary and domain knowledge and their relation to listening comprehension in kindergarten
Background Vocabulary and domain knowledge are important factors that influence comprehension development. However, these factors have most frequently been examined in relation to reading comprehension and much less frequently examined in relation to listening comprehension. Moreover, almost no empirical studies have examined profiles of strengths and weaknesses in vocabulary and domain knowledge in students at the beginning of schooling. In the …
Building Content Knowledge to Boost Comprehension in the Primary Grades
Well‐established theoretical models and a body of empirical research elucidate the critical role of content knowledge in comprehending texts. However, the potential of supporting knowledge in service of enhancing linguistic and reading comprehension has been a relatively neglected topic in the science of reading. The authors explicate why knowledge building in English language arts instruction (i.e., content‐rich instruction) can support language…
Building Content Knowledge to Boost Comprehension in the Primary Grades
Well‐established theoretical models and a body of empirical research elucidate the critical role of content knowledge in comprehending texts. However, the potential of supporting knowledge in service of enhancing linguistic and reading comprehension has been a relatively neglected topic in the science of reading. The authors explicate why knowledge building in English language arts instruction (i.e., content‐rich instruction) can support language…
A Longitudinal Investigation of Directional Relations Between Domain Knowledge and Reading in the Elementary Years
The present study tested the postulation that “knowledge begets reading, which begets knowledge.” Using Random Intercepts Cross‐Lagged Panel Models (RI‐CLPM), we analyzed a U.S. nationally representative data set to examine the directionality and magnitude of the longitudinal relation between domain knowledge (operationalized as science domain knowledge) and reading throughout the elementary years (from kindergarten to fifth grade), while account…
Building Content Knowledge to Boost Comprehension in the Primary Grades
Well‐established theoretical models and a body of empirical research elucidate the critical role of content knowledge in comprehending texts. However, the potential of supporting knowledge in service of enhancing linguistic and reading comprehension has been a relatively neglected topic in the science of reading. The authors explicate why knowledge building in English language arts instruction (i.e., content‐rich instruction) can support language…
A systematic review of how expertise is cultivated in instructional design coursework
Predicting fourth grade digital reading comprehension: A secondary data analysis of (e)PIRLS 2016
Latent profiles of vocabulary and domain knowledge and their relation to listening comprehension in kindergarten
Background Vocabulary and domain knowledge are important factors that influence comprehension development. However, these factors have most frequently been examined in relation to reading comprehension and much less frequently examined in relation to listening comprehension. Moreover, almost no empirical studies have examined profiles of strengths and weaknesses in vocabulary and domain knowledge in students at the beginning of schooling. In the …
Rate of Growth of Preschool-Age Children’s Oral Language and Decoding Skills Predicts Beginning Writing Ability
Research Findings: This study examined the extent to which children’s development and growth in oral language and literacy skills during the early childhood period predicted writing ability in the primary grades. Participants were 313 children who were tested on a battery of oral language and literacy measures at four time points, beginning during preschool (M age = 4.2 years) and spaced approximately 6 months apart over 1.5 years. Results provid…
Purposes, Places, and Participants: A Systematic Review of Teacher Language Practices and Child Oral Language Outcomes in Early Childhood Classrooms
A Longitudinal Investigation of Directional Relations Between Domain Knowledge and Reading in the Elementary Years
The present study tested the postulation that “knowledge begets reading, which begets knowledge.” Using Random Intercepts Cross‐Lagged Panel Models (RI‐CLPM), we analyzed a U.S. nationally representative data set to examine the directionality and magnitude of the longitudinal relation between domain knowledge (operationalized as science domain knowledge) and reading throughout the elementary years (from kindergarten to fifth grade), while account…
An Exploration of Instructional Designers’ Prioritization of Competencies
Impact of a content-rich literacy curriculum on kindergarteners’ vocabulary, listening comprehension, and content knowledge
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…
Teaching presence, social presence and digital literacy in predicting online learning experience in elementary students
This study explores the relations among digital literacy, teaching presence, social presence and their impact on perceived online learning within the context of elementary education. The study is grounded in two frameworks that explain online learning: Community of Inquiry (CoI) and digital literacy. Whereas the CoI framework identifies social contexts that may support and enhance online learning, the digital literacy framework focuses more on an…
The Effect of a refutational text on K-1 students’ knowledge revision on a science topic
Psychology (9 works) · Mathematics education (8 works) · Linguistics (7 works) · Pedagogy (7 works) · Computer Science (5 works) · Literacy (5 works) · Reading and Literacy Development (5 works) · Comprehension (4 works) · Reading (process) (4 works) · Reading comprehension (4 works)