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

Authors: Xinyan Fu, Jackie E. Relyea

Source: Education Sciences, Vol 14, Iss 10, p 1119 (2024)

Subject Terms: mind mapping, scaffolded writing instruction, narrative writing in English, lexical complexity, grammatical complexity, accuracy and fluency framework, Education

File Description: electronic resource

Relation: https://www.mdpi.com/2227-7102/14/10/1119; https://doaj.org/toc/2227-7102

Access URL: https://doaj.org/article/e0d945c7361348a7a5026e92e164fff2

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

Authors: Jackie E. Relyea, Dennis S. Davis, Sarah Dempsey Dawson, Corrie Dobis

Source: Education Sciences, Vol 14, Iss 7, p 788 (2024)

Subject Terms: content literacy instruction, after-school tutoring, educative curriculum, professional development, remote teaching, Education

File Description: electronic resource

Relation: https://www.mdpi.com/2227-7102/14/7/788; https://doaj.org/toc/2227-7102

Access URL: https://doaj.org/article/879bbfea73b641b085cf92f5009b6f7f

Feasibility of the Knowledge, Language, and Inquiry (K.L.I.) Intervention for Multilingual English Learners

Authors: Jackie E. Relyea (ORCID 0000-0002-7560-7136), Dennis S. Davis (ORCID 0000-0003-2114-2860), Corrie Dobis (ORCID 0000-0002-1482-6669), Becky Huang (ORCID 0000-0003-3235-5298), Courtney Samuelson (ORCID 0000-0003-3299-3230)

Source: Grantee Submission. 2025.

Peer Reviewed: Y

Page Count: 45

Sponsoring Agency: Institute of Education Sciences (ED)

Descriptors: English (Second Language), Second Language Instruction, Second Language Learning, Elementary School Students, Multilingualism, Grade 3, Grade 4, Grade 5, Lesson Plans, Intervention, Teaching Methods, Faculty Development, Teacher Attitudes, Reading Instruction, Vocabulary Development, Achievement Gains, Text Structure, Reading Skills, Program Evaluation, Program Implementation, Time Management, Educational Resources, English Language Learners, Reading Comprehension, Specialists, Elementary School Teachers

IES Funded: Yes

Time to Transfer: Long-Term Effects of a Sustained and Spiraled Content Literacy Intervention in the Elementary Grades. EdWorkingPaper No. 23-769

Authors: James S. Kim, Joshua B. Gilbert, Jackie E. Relyea, Patrick Rich, Ethan Scherer, Mary A. Burkhauser, Johanna N. Tvedt, Annenberg Institute for School Reform at Brown University

Source: Annenberg Institute for School Reform at Brown University. 2023.

Peer Reviewed: N

Page Count: 85

Sponsoring Agency: Chan Zuckerberg Initiative

Descriptors: Elementary School Students, Grade 1, Grade 2, Grade 3, Literacy Education, Intervention, Transfer of Training, Reading Comprehension, Content Area Reading, Science Education, Vocabulary Development, Mathematics Achievement, Academic Achievement, Knowledge Level

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

Authors: Relyea, Jackie E., ORCID 0000-0002-7560-7136. College of Education, North Carolina State University, Raleigh, NC, US, jrelyea@ncsu.edu, Hwang, HyeJin, ORCID 0000-0002-1049-7941. Department of Educational Psychology, University of Minnesota, Twin Cities, MN, US

Source: Developmental Psychology, Vol 61(3), Mar, 2025. pp. 495-512.

NLM Title Abbreviation: Dev Psychol

Publisher: US : American Psychological Association

Supplemental Data: Tables and Figures Internet

Publication Type: Journal; Peer Reviewed Journal

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.

Authors: Relyea, Jackie E., ORCID 0000-0002-7560-7136. Department of Teacher Education and Learning Sciences, College of Education, North Carolina State University, Raleigh, NC, US, jrelyea@ncsu.edu, Kim, James S.. Graduate School of Education, Harvard University, Cambridge, MA, US, Rich, Patrick. American Institutes for Research, Arlington, VA, US, Fitzgerald, Jill. School of Education, University of North Carolina at Chapel Hill, Chapel Hill, NC, US

Source: Journal of Educational Psychology, Vol 116(7), Oct, 2024. pp. 1172-1195.

NLM Title Abbreviation: J Educ Psychol

Publisher: US : American Psychological Association

Other Publishers: US : Warwick & York

Supplemental Data: Appendixes Internet

Publication Type: Journal; Peer Reviewed Journal

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

Authors: Ju, Unhee, ORCID 0000-0002-3975-311X. Department of Research and Measurement Services, Riverside Insights, Itasca, IL, US, early0522@gmail.com, Cho, Eunsoo, ORCID 0000-0002-8828-484X. Department of Counseling, Educational Psychology, and Special Education, Michigan State University, East Lansing, MI, US, escho@msu.edu, Relyea, Jackie E., ORCID 0000-0002-7560-7136. Department of Teacher Education and Learning Sciences, North Carolina State University, Raleigh, NC, US, Choi, Ina. Department of East Asian Languages and Cultures, University of California, CA, US

Source: Journal of Educational Psychology, Vol 115(3), Apr, 2023. pp. 405-426.

NLM Title Abbreviation: J Educ Psychol

Publisher: US : American Psychological Association

Other Publishers: US : Warwick & York

Supplemental Data: Experimental Materials Internet
Tables and Figures Internet

Publication Type: Journal; Peer Reviewed Journal