List of Publication (Selected) 

Guo, D., Lee, S., & Chen, H. (Under Review). Effect of augmented reality applications on elementary students’ learning in science: A meta-analysis, Journal Name Hidden. 

Fields, R. S., McClain, J. B., Lee, S., DaSilva, A., & Barnes, Z. T. (Minor Revision). A meta-analysis of writing intervention studies for K-12 English Learners in the United States, Journal Name Hidden.  

Lee, S., Williams, M., Rice, M., & Wijekumar, K. (Major Revision). A meta-analysis of social studies interventions on secondary students’ learning, Journal Name Hidden. 

Montague, M. L., Ducy, E., Lee, S., Sweet, K., Lynch, P. S., Miracle, I., Beard, A. S., and Stough, L. M., (In-press). The COVID-19 pandemic’s impact on the education of students with disabilities: Multiple perspectives on the “weird normal”, Journal of the American Academy of Special Education Professionals.  

Lee, S., Hwang, H., Shin, Y., & Kendeou, P. (2025). Teaching presence, social presence, and digital literacy in predicting online learning experience in elementary students. British Journal of Educational Technology. [Journal Impact Factor: 8.1] 

Kang, D., Lee, S., Shi, Q., & Jia, Y. (2025). Longitudinal associations between teacher-student relationships and school engagement in early elementary school years: Gender differences. Applied Developmental Science. [Journal Impact Factor: 1.5] 

Schrodt, K., FitzPatrick, E., Lee, S., McKeown, D., McColloch, A., and Evert, K. (2024). The effects of invented spelling instruction on literacy achievement and writing motivation. Educational Sciences, 14(9), 1020. [Journal Impact Factor: 2.6] 

Kang, D., Lee, S., & Liew, J. (2024). Academic motivational resilience and teacher support: Academic self-efficacy as a mediator. European Journal of Psychology of Education, 1-19. [Journal Impact Factor: 2.8] Davis, T., Schrodt, K., & Lee, S. (2024). An exploration of the impact of quality illustrations in Children’s picturebooks on preschool student narrative ability. Reading Psychology. [Journal Impact Factor: 1.0] 

Lee, S. (2023). The role of spatial ability and attention shifting in reading of illustrated scientific texts: An eye tracking study. Reading Psychology, 1-21. [Journal Impact Factor: 1.0] 

Lee, S., Kuo, L.-J., Xu, Z., & Hu, X. (2022). The effects of technology-integrated classroom instruction on English language learners’ literacy development: A meta-analysis study. Computer Assisted Language Learning, 35(5-6), 1106-1137. [Journal Impact Factor: 6.6]

Lee, S., Woltering, S., Prickett, C., Linda, H., Shi, Q., & Thompson, J. (2022). Exploring the associations between reading skills and eye movements in elementary children’s silent sentence reading. Reading Psychology, 42(1), 85 - 103. 

[Journal Impact Factor: 1.0] 

Stough, M. L., & Lee, S. (2021). Grounded theory approaches used in educational research journals. International Journal of Qualitative Research Methods, 20 [Journal Impact Factor: 3.8] 

Moody, S. M., Hu, X., Kuo, L.-J., Jouhar, M., Xu, Z., and Lee, S. (2018). Vocabulary instruction: A critical analysis of theories, research, and practice. Education Sciences. 8(4), 180

Hall, K., Suárez, M. I., Lee, S., and Slattery, P. (2017). Currere and prolepsis: A literary analysis. The Currere Exchange Journal, 1(1), 101-110. 

Lee, S., Kuo, L.-J., Moody, S. M., & Chen, Z. (2017). Reviews of research funded by U.S. Institute of Educational Sciences: A case of reading development and instruction. Cogent Education, 4(1), 1401444.

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Selected

Lee, S., Williams, M., Rice, M., & Wijekumar, K. (2025, April). A meta-analytic review of social studies interventions on secondary students’ learning, 2025 Annual meeting of American Educational Research Association. Place: Denver, CO, Date: April 23-27, 2025 

Davis, T., McClain, J. B., Lee, S., & Schrodt, K. (2024, July). Designing early writing assessment: Impact of quality picture book study on preschool students’ narrative storytelling and drawing. 2024 Society for Scientific Studies of Reading Conference. Place: Copenhagen, Denmark, Date: July. 10-13, 2024 

Fields, S., McClain, J. B., DaSilva, A., Lee, S., & Barnes, Z. T. (2024, July). A meta-analysis of writing intervention studies for K-12 English Learners. 2024 Society for Scientific Studies of Reading Conference. Place: Copenhagen, Denmark, Date: July. 10-13, 2024 

Kang, D., Lee, S., Shi, Q., & Jia, Y. (2024, April). Longitudinal associations between teacher-student relationships and school engagement in early elementary school years: Gender differences. 2024 Annual meeting of American Educational Research Association. Place: Philadelphia, PA, Date: Apr. 11-13, 2024 

Lee, S., Hwang, H., & Shin, Y. (2023, December). The relationships among teaching presence, social presence, and digital literacy in elementary students' online learning self-efficacy. 2023 Annual meeting of Literacy Research Association. Place: Atlanta, GA. Date: Nov. 29-Dec. 2, 2023

Lee, S., (2021, December). Fourth and fifth grade students’ reading of illustrated science texts. 2021 Annual meeting of Literacy Research Association. Place: Atlanta, GA. Date: Dec 1-4, 2021

Lee, S., (2020, July). The role of working memory in integrative reading of text and picture. 2020 Annual meeting of Society for Text and Discourse. Place: Atlanta, GA. Date: July 21-23, 2020

Lee, S., Prickett, C., Shi, Q., Sun, H., Thompson, J., and Woltering, S. (2020, April). The effects of oral reading fluency on student’s reading behaviors in silent sentence processing: An eye-tracking study. 2019 Annual meeting of American Educational Research Association. Place: San Francisco, CA. Date: April 17-21, 2020

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External Grant

PI. Early Career Research Training and Mentoring Grant, IES ($499,923, Under review)

PI. Early Career Research Training and Mentoring Grant, IES ($399,946.76, Not funded) 

PI, MTSU STARTALK Korean Program ($117,039), STARTALK, 2023 - 2025

PI, Korean language teachers' technology integration: knowledge and instructional practice ($12,374), Academy of Korean Studies, 2022 - 2023

Internal Grant

PI, MTSU Instructional Enhancement Grant ($1,800), 2023-2024

PI, MTSU Technology Access Fee Grant ($73,300), 2023-2024

Co-PI, Developing a Task-Oriented Writing Assessment Mobile Application ($4,500), Womack Faculty Enhancement Grant, Middle Tennessee State University, 2023 - 2024

PI, Learner-Generated Drawing in Sicence Text Reading: The Moderating Effects of Support Level and Spatial Information in Text ($10,000), Faculty Research and Creative Activity Grant, Middle Tennessee State University, 2019 - 2020

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My research examines how cognitive and linguistic factors shape students’ reading comprehension, with a particular focus on upper elementary and middle school learners. I investigate how students make sense of complex informational and disciplinary texts and how strategic, evidence-based instruction can strengthen their comprehension. A major strand of my work centers on integrating reading comprehension strategies and disciplinary literacy practices into content-area instruction—especially social studies—to help students build coherent, accurate understanding of challenging texts.

A defining feature of my research program is its strong partnership with teachers and schools. I collaborate closely with educators to co-design, implement, and refine classroom-based interventions, ensuring that instructional practices are both theoretically grounded and practical for real-world settings. My current projects focus on developing and evaluating literacy supports that improve students’ comprehension monitoring, strategic use of text structure, and engagement with content-rich materials.

My long-term research goals are to (a) advance understanding of individual differences in content-area reading processes and (b) develop, test, and scale interventions that improve comprehension outcomes for diverse K–12 learners.

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