I am an Assistant Professor of Elementary Education at Middle Tennessee State University. I graduated from Texas A&M University with a Ph.D. degree in Reading and Literacy Education and obtained Master's and Bachelor's at Seoul National University of Education. 

My research program centers on the contributions of cognitive and linguistic factors to reading processes and learning outcomes. Particularly, with my scholarship, I am examining how cognitive and linguistic factors are associated with coherence formation while reading illustrated texts and whether they can be targeted by instructional interventions. The long-term goals of my research are: a) to further examine the individual difference in expository text reading; and b) to develop, implement, and evaluate interventions to improve K-12 students’ coherence formation of texts with multiple modalities. 

Before my doctoral study in the U.S., I was an elementary school teacher in South Korea. 

Degree Information Correction:

• MED, Seoul National University of Education (2010)
• BED, Seoul National University of Education (2003)   

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List of Publication (Selected) 

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.

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: 5.964]

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. DOI: 10.1080/02702711.2021.2020189

Stough, M. L., & Lee, S. (2021). Grounded theory approaches used in educational research journals. International Journal of Qualitative Research Methods, 20 [Journal Impact Factor: 4.828] 

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., 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, 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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