Skip to main content



  • Ju, U., Cho, E., Relyea, J. E., & Choi, I. (accepted). Effects of parents’ early home language use on English reading growth of emergent bilinguals. Journal of Educational Psychology.
  • Kim, J. S., Burkhauser, M. A., Relyea, J. E., Gilbert, J. B., Scherer, E., Fitzgerald, J., Mosher, D., & McIntyre, S. (2023). A longitudinal randomized trial of a sustained content literacy intervention from first to second grade: transfer effects on students’ reading comprehension outcomes. Journal of Educational Psychology, 115(1), 73–98.
  • Relyea, J. E., Rich, P., Kim, J. S., & Gilbert, J. B. (2023). The COVID-19 impact on reading achievement growth of grade 3-5 students in a U.S. urban school district: Variation across student characteristics and instructional modalities. Reading and Writing, 36, 317–346.  


  • Zhang, J., Wui, G., Relyea, J. E., Wong, S. S., & Nam, R. (2022). Improving argumentative writing of sixth-grade adolescents through dialogic inquiry of socio-scientific Issues. Journal of Writing Research, 375–419.
  • Relyea, J. E., Cho, E., & Zagata, E. (2022). First-grade multilingual students’ executive function profiles and links to English reading achievement and difficulties: A person-centered latent profile analysis. Annals of Dyslexia.
  • Zhang, J., Zhang, H., Relyea, J. E., Wui, G., Yan, Y., Nam, R., Enriquez, A., & Kharabi-Yamato, L. (2022). Orthographic facilitation in upper elementary students: Does attention to morphology of complex words enhance the effects? Annals of Dyslexia.
  • Zhang, J., Lee, G., Iluore, A. C., Relyea, J. E., & Wui, G. L. (2022). Fostering civic reasoning through disciplinary literacy in multilingual learners. The Reading Teacher.
  • Relyea, J. E., Zhang, J., Wong, S. S., Samuelson, C., & Wui, Ma. G. L. (2022). Academic vocabulary instruction and socio-scientific issue discussion in urban sixth-grade classrooms. The Journal of Educational Research, 115(1), 37-50,
  • Fitzgerald, J., Relyea, J. E., & Elmore, J., (2022). Academic vocabulary volume in elementary grades disciplinary textbooks. Journal of Educational Psychology, 114(6), 1257–1276.


  • Davis, D. Samuelson, C., Griefenhagen, J., Delaco, R., & Relyea, J. E. (2021). Getting KnERDI with language: Examining teachers’ knowledge for supporting reading development. Reading Research Quarterly, 57(3), 781-804.
  • Mozer, R., Miratrix, L., Relyea, J. E., & Kim, J. (2021). Bridging human and machine scoring in experimental assessments of writing: Tools, tips, and lessons learned from a field trial in education. (EdWorkingPaper: 21-493). Retrieved from Annenberg Institute at Brown University: 
  • Wui, Ma. G. L., Zhang, J., Relyea, J. E., Wong, S. S., & Nam, R. (2021). The intersection of perceptions of classroom openness with civic engagement among young urban adolescents in science classroom. Applied Developmental Science
  • 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.
  • 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. 

Prior to 2016

  • 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.
  • Kim (Relyea), J. E. (2008). An English for Specific Purposes (ESP) course for nursing college students: Needs analysis. Korean Journal of Applied Linguistics, 24(3), 349-372 (written in English).