Jackie Relyea

Assistant Professor

North Carolina State University

United States

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About

Jackie Relyea is an Assistant Professor at North Carolina State University in the United States. Her research focuses on content literacy interventions, multilingual education, and reading development among diverse student populations. Recent articles examine the effectiveness of structured adaptations in literacy instruction and the interplay between reading skills and content knowledge in multilingual learners.

Articles (17)

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2025

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2023

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2022

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2022

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2022

Collaborators (3)

Ethan Scherer

Director, READS Lab

Harvard University

UNITED STATES

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James Kim

Professor of Education

Harvard University

UNITED STATES

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Grace Lee

University of Houston

UNITED STATES

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Jackie Relyea

Research Interests

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About

Articles (17)

Asset‐Based Implementation of Structured Adaptations in an Online Third‐Grade Content Literacy Intervention

Bidirectional relations of reading with social studies and science domain knowledge among Korean students

Unpacking heterogeneity: Executive function and reading development in U.S. multilingual children from kindergarten to third grade

Feasibility of the Knowledge, Language, and Inquiry (K.L.I.) intervention for multilingual English learners

Transactional development of science and mathematics knowledge and reading proficiency for multilingual students across languages of instruction.

Usability of a Reading Intervention for Upper-Elementary English Learners: Building Reading Comprehension Through Knowledge, Language, and Structured Inquiry (K.L.I.)

Time to transfer: Long-term effects of a sustained and spiraled content literacy intervention in the elementary grades.

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.

Elementary School Teachers’ Enactment of a Content Literacy Curriculum in a Virtual Tutoring Program for Multilingual Students

Teachers’ language ideologies and practices on the use of Spanish in science classrooms

Exploring the Role of Mind Mapping Tools in Scaffolding Narrative Writing in English for Middle-School EFL Students

A longitudinal randomized trial of a sustained content literacy intervention from first to second grade: Transfer effects on students’ reading comprehension.

Effects of parents’ early home language use on English reading growth of emergent bilinguals.

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

Fostering Civic Reasoning Through Disciplinary Literacy

First-grade multilingual students’ executive function profiles and links to English reading achievement and difficulties: a person-centered latent profile analysis

Academic vocabulary volume in elementary grades disciplinary textbooks.

Collaborators (3)

Ethan Scherer

James Kim

Grace Lee

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