糖心视频

Ph.D., Harvard University, Graduate School of Education

Postdoctoral Fellowship, Harvard University, Graduate School of Education

Inspired by my time as a first-grade teacher, I study literacy interventions for K-12 students. One of the key questions that persists in education is how can students better transfer their knowledge? My research examines how knowledge acquisition through the development of vocabulary networks and schema instantiation can better help students transfer their knowledge and lead to improvements in students’ reading comprehension outcomes. Part of tackling this grand challenge is creating meaningful curricular enhancements that can increase the quality and quantity of academic vocabulary and collaborative discussion in the classroom.

In my research, I use a variety of types of evidence: descriptive evidence to understand what is happening in classrooms, causal evidence to estimate effects of literacy interventions designed to improve students’ ability to transfer knowledge through effective pedagogical practices, and process evidence to explore the mechanisms driving those effects.

Relyea, J. E., Gilbert, J. B., Burkhauser, M. A., Scherer, E., Mosher, D. M., Wei, Z., Tvedt, J. N., & Kim, J. S. (2025). Effectiveness of Structured Teacher Adaptations to an Online Content Literacy Intervention for Third Graders: A Randomized Controlled Trial During COVID-19. Reading Research Quarterly.

Mosher, D. M., & Kim, J. S. (2025). Building a science of teaching reading and vocabulary: Experimental effects of structured supplements for a read aloud lesson on third graders’ domain-specific reading comprehension. Scientific Studies of Reading, 29(1), 7–31.