College of Education and Human Development

Department of Educational Psychology

People

HyeJin Hwang

  • Pronouns: she, her, hers

  • Assistant professor

HyeJin Hwang's research interests revolve around reading comprehension and content learning (science, social studies) in K-12 settings, especially for multilingual students. Hwang, H. (September 8, 2021).

    DEGREES

    PhD, Educational Studies (Literacy, Language, and Culture), University of Michigan, Ann Arbor

      AREAS OF INTEREST
      • Language and reading comprehension
      • Content learning
      • Multilingual students
      • Educational technology
        BIOGRAPHY

        HyeJin Hwang's research interests revolve around reading comprehension and content learning (science, social studies) in K-12 settings, especially for multilingual students.

        Media

        Hwang, H. (September 8, 2021). New data shows knowledge can boost reading comprehension. Forbes. Retrieved from: https://www.forbes.com/sites/nataliewexler/2021/09/08/new-data-shows-building-knowledge-can-boost-reading-comprehension/?sh=3b4e40617dd9.

          PUBLICATIONS

          Hwang, H., Cabell, S. Q., & Joyner, R. (2023). Does cultivating knowledge in literacy instruction support comprehension and vocabulary development in the elementary years? A systematic review. Reading Psychology, doi.org/10.1080/02702711.2022.2141397

          Hwang, H. & McMaster, K., Kendeou, P. (2023). A longitudinal investigation of directional relations between domain knowledge and reading in the elementary years. Reading Research Quarterly, doi.org/10.1002/rrq.481

          Hadley, E. B., Barnes, E. M., & Hwang, H. (2023). Purposes, places, and participants: A systematic review of teacher language practices and child oral language outcomes in early childhood classrooms. Early Education and Development, doi.org/ 10.1080/10409289.2022.2074203

          Hwang, H., Cabell, S. Q., & Joyner, R. (2022). Effects of integrated literacy and content-area instruction on comprehension and vocabulary in the elementary years: A meta-analysis. Scientific Studies of Reading, doi.org/10.1080/10888438.2021.1954005

          Hyejin Hwang