Jin Kyoung Hwang
Biographic Data
| ID | 5998516 |
|---|---|
| NAME | Jin Kyoung Hwang |
| GIVEN NAMES | Jin Kyoung |
| FAMILY NAME | Hwang |
| SIGNATURE | HWANG J K |
| AFFILIATIONS | University of California, Irvine |
| ORCID | 0000-0003-3074-8047 |
| VERIFIED | Yes |
| TOTAL WORKS | 9 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 9 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2015 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Classroom experiences of multilingual learners and English-only students in preschool through third grade
This study examined differences in literacy skills and classroom learning opportunities among multilingual learners (MLs) and English-only (EO) students from Preschool through third grade. While prior research highlights reading skill gaps between these groups, fewer studies have simultaneously explored the reading skills and classroom literacy learning opportunities of ML and EO students. Participants included 1009 students (411 MLs, 598 EOs) fr…
Choose Your Own Adventure
Mathematics in U.S. Preschool and Kindergarten Classrooms
Comorbidity in Reading Comprehension and Word-Problem Solving Difficulties
The purpose of this study was threefold: to examine unique and shared risk factors of comorbidity for reading comprehension and word-problem solving difficulties, to explore whether language minority (LM) learners are at increased risk of what we refer to as higher order comorbidity (reading comprehension and word-problem solving difficulties), and to examine the profiles of at-risk LM learners compared with at-risk non-LM learners. At-risk (LM n…
Bringing Assessment-to-Instruction (A2i) technology to scale
Bringing effective, research-based literacy interventions into the classroom is challenging, especially given the cultural and linguistic diversity of today's classrooms. We examined the promise of Assessment-to-Instruction (A2i) technology redesigned to be used at scale to support teachers' implementation of the individualized student instruction (ISI) intervention from kindergarten through third grade. In seven randomized controlled trials, A2i…
The relationship among home language use, parental beliefs, and Spanish-speaking children's vocabulary
This study investigated the relationship among home language use, parents’ beliefs about dual language development, and Spanish-speaking children's vocabulary knowledge. Parents (n = 162) completed a questionnaire about their home language use and beliefs about dual language development, and elementary-age children (N = 190) – Kindergarten (Mage = 5.71, SD = .56), second grade (Mage = 7.52, SD = .31), and fourth grade (Mage = 9.35, SD = .45) – co…
Early elementary grade dual language learners from Spanish-speaking homes struggling with English reading comprehension
73) dual language learners (DLLs) from Spanish-speaking, low-income homes who attend English-only instructional schools in the Southern region of the U.S., which is experiencing historic rates of school-age DLL enrollment. We investigated the utility of various conceptualizations of vocabulary, namely English-only, Spanish-only, and specifically Spanish-English conceptually-scored receptive vocabulary, in understanding DLLs' reading comprehension…
Vocabulary and Reading Performances of Redesignated Fluent English Proficient Students
In this article, the researchers examined general vocabulary, academic vocabulary, and reading comprehension growth trajectories of adolescent redesignated fluent English proficient ( RFEP ) students using individual growth modeling analysis. The sample included 1,226 sixth‐ to eighth‐grade RFEP students from six middle schools in an urban school district in California. Students completed up to four waves of reading‐related measures during a 2‐ye…
Differential effects of a systematic vocabulary intervention on adolescent language minority students with varying levels of English proficiency
The purpose of this study was to understand the reading performance of subgroups of language minority students and examine whether a research-based academic vocabulary intervention, Word Generation, has differential effects on these students’ academic vocabulary knowledge. Thirteen middle schools, propensity-score matched based on their achievement and demographic data, were randomly assigned to either treatment ( n = 3,539) or control ( n = 2,63…
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Differential effects of a systematic vocabulary intervention on adolescent language minority students with varying levels of English proficiency
The purpose of this study was to understand the reading performance of subgroups of language minority students and examine whether a research-based academic vocabulary intervention, Word Generation, has differential effects on these students’ academic vocabulary knowledge. Thirteen middle schools, propensity-score matched based on their achievement and demographic data, were randomly assigned to either treatment ( n = 3,539) or control ( n = 2,63…
Vocabulary and Reading Performances of Redesignated Fluent English Proficient Students
In this article, the researchers examined general vocabulary, academic vocabulary, and reading comprehension growth trajectories of adolescent redesignated fluent English proficient ( RFEP ) students using individual growth modeling analysis. The sample included 1,226 sixth‐ to eighth‐grade RFEP students from six middle schools in an urban school district in California. Students completed up to four waves of reading‐related measures during a 2‐ye…
Early elementary grade dual language learners from Spanish-speaking homes struggling with English reading comprehension
73) dual language learners (DLLs) from Spanish-speaking, low-income homes who attend English-only instructional schools in the Southern region of the U.S., which is experiencing historic rates of school-age DLL enrollment. We investigated the utility of various conceptualizations of vocabulary, namely English-only, Spanish-only, and specifically Spanish-English conceptually-scored receptive vocabulary, in understanding DLLs' reading comprehension…
Comorbidity in Reading Comprehension and Word-Problem Solving Difficulties
The purpose of this study was threefold: to examine unique and shared risk factors of comorbidity for reading comprehension and word-problem solving difficulties, to explore whether language minority (LM) learners are at increased risk of what we refer to as higher order comorbidity (reading comprehension and word-problem solving difficulties), and to examine the profiles of at-risk LM learners compared with at-risk non-LM learners. At-risk (LM n…
Bringing Assessment-to-Instruction (A2i) technology to scale
Bringing effective, research-based literacy interventions into the classroom is challenging, especially given the cultural and linguistic diversity of today's classrooms. We examined the promise of Assessment-to-Instruction (A2i) technology redesigned to be used at scale to support teachers' implementation of the individualized student instruction (ISI) intervention from kindergarten through third grade. In seven randomized controlled trials, A2i…
The relationship among home language use, parental beliefs, and Spanish-speaking children's vocabulary
This study investigated the relationship among home language use, parents’ beliefs about dual language development, and Spanish-speaking children's vocabulary knowledge. Parents (n = 162) completed a questionnaire about their home language use and beliefs about dual language development, and elementary-age children (N = 190) – Kindergarten (Mage = 5.71, SD = .56), second grade (Mage = 7.52, SD = .31), and fourth grade (Mage = 9.35, SD = .45) – co…
Mathematics in U.S. Preschool and Kindergarten Classrooms
Choose Your Own Adventure
Classroom experiences of multilingual learners and English-only students in preschool through third grade
This study examined differences in literacy skills and classroom learning opportunities among multilingual learners (MLs) and English-only (EO) students from Preschool through third grade. While prior research highlights reading skill gaps between these groups, fewer studies have simultaneously explored the reading skills and classroom literacy learning opportunities of ML and EO students. Participants included 1009 students (411 MLs, 598 EOs) fr…
Mathematics education (8 works) · Psychology (8 works) · Reading and Literacy Development (8 works) · Linguistics (7 works) · Vocabulary (5 works) · Comprehension (4 works) · Reading (process) (4 works) · Reading comprehension (4 works) · Language Development and Disorders (3 works) · Multilingual Education and Policy (3 works)