Background

Yang Wang 王杨 joined the Language and Literacy faculty at the University of South Carolina in August of 2014. Yang received her Ph.D. in Literacy and M.Ed. in TESOL (Teaching English to Speakers of Other Languages) at the University of Missouri – Columbia. Prior to coming to the U.S., she taught English language and culture at a university in Northeast China.

Education

Ph.D. in Literacy, University of Missouri
M.Ed. in TESOL, University of Missouri 

Selected Publications

(*indicates student, ^indicates classroom teacher)

Books

Wang, Y. (2026). Bilingual Literacy Development at Home: A Longitudinal Ethnographic Exploration of Bilingual Reading and Writing. Routledge. DOI: 10.4324/9781003517061-2.

Edited Books

Bauer, E., Sánchez, L., & Wang, Y., with Vaughn, A.* (Co-Editors) (2021). Enhancing bilingual education: A transdisciplinary lens for improving learning in bilingual contexts. Routledge.

Refereed Journal Publications

Wang, Y., Arslan-Ari, I., Hao, L.*, & Hwang, K.* (2024). Reading alphabetic and non-alphabetic writing systems: A case study of two bilingual teachers’ reading processes through eye movement miscue analysis. Journal of Adolescent & Adult Literacy, 68(3), 223-233. DOI: 10.1002/jaal.1351

Sánchez, L., Bauer, E., Wang, Y., Guo, W.*, Hao, L.*, & Hwang, K.* (2023). “A new language, a new culture and a new way of thinking:” Examining parental support of emerging bilingual learners in a dual-language immersion school. Bilingual Research Journal, 46(3-4), 224-238. DOI: 10.1080/15235882.2023.2264810

Wang, Y., Arslan-Ari, I., & Hao, L.* (2022). “Strategies are more important than words:” A case study of adult English learners’ disciplinary reading. English for Academic Purposes, 60, 1-13. DOI:10.1016/j.jeap.2022.101182

Wang, Y., Guo, W.*, & Sui, X. (2022). A content analysis of Chinese American contemporary realistic fiction books. The Reading Teacher, 76(2), 159-168. DOI: 10.1002/TRTR.2119

Hao, L.*, & Wang, Y. (2022). A new way of empowering an English learning family: Virtual Family Miscue Analysis. Multicultural Education, 29(3-4), 26-33.

Wang, Y., & Arslan-Ari, I. (2021). “My eyes move dynamically”: Inquiring into adult English learners’ reading through Retrospective Eye Movement Miscue Analysis. Journal of Adolescent & Adult Literacy, 65(2), 163-173. DOI:10.1002/jaal.1188

Wang, Y. (2020). Adult English learners and the bilingual reading process: Retrospective miscue analysis. Bilingual Research Journal, 43(4), 433-449. DOI:10.1080/15235882.2020.1861125

Wang, Y. (2020). “It broadens our horizon”: English learners learn through global literature and cultural discussion. Journal of Adolescent & Adult Literacy, 63(4), 391-400. DOI: 10.1002/jaal.965.

Wang, Y. (2019). Exploring meaningfulness: Perceptions and strategy use of Chinese international graduate students in disciplinary reading. Journal of International Students, 9(2), 661-681. DOI:10.32674/jis.v9i2.641

Wang, Y., & Seale, E.* (2019). Helping teachers understand readers better: Using Retrospective Miscue Analysis to engage children in meaningful reading conversations. Multicultural Education, 26(2), 30-35.

Wang, Y., & Zheng, Y. (2017). “We help each other”: College EFL students in China explore their reading collaboratively. TESOL Journal, 10 (1), 1-14. DOI:10.1002/tesj.363. [First Published Online: November 20, 2017.]

Wang, Y. (2017). A bridge to intercultural understanding: Reading teachers in US and English learners in China read children’s literature books in a global book club. Multicultural Education, 25(1), 46-52.

Wang, Y., & Gilles, C. (2017). Reading in English and in Chinese: Case study of Retrospective Miscue Analysis with two adult ELs. Reading Horizons, 56(2), 64-92.

Wang, Y., & Liu, C. (2016). Cultivate mindfulness: A case study of mindful learning in an English as a foreign language classroom. The IAFOR Journal of Education, 4(2), 141-155.  https://doi.org/10.22492/ije.4.2.08 Retrieved from https://iafor.org/journal/iafor-journal-of-education/volume-4-issue-2/article-8/ 

Book Chapters

Wang, Y., & Hao, L.* (June 2025). “I will play the role of you”: A Case Study of Multimodal Literacy Practice with an International Family. In P. Edwards, C. Compton-Lilly, & G. Li (Eds.), International Handbook of Literacies in Families and Communities. Edward Elgar Publishing.

Wang, Y., Sánchez, L., Bauer, E., Guo, W.*, Hao, L.*, & Hwang, K.* (2023). A new language, a new culture, and a new way of thinking: Examining how parents navigate barriers to support their emerging multilingual learners. In V. Lee & K. Lewis (Eds.), Advancing Culturally Responsive and Socially Just Approaches to Multilingual Family-School Partnerships (pp. 1-24). Lexington Books.

Wang, Y., & Arslan-Ari, I. (2022). “I want to understand this better”: Exploring an international graduate student’s reading for academic purposes using Eye Movement Miscue Analysis. In P. Liwanag, K. Kim & P. Martens (Eds.), Understanding Literacy Using Eye Movement and Miscue Analysis in a Global World (pp. 143-154). DIO Press.

Wang, Y., Compton-Lilly, C., & Sanchez, L. (2020). Formative Reading Assessments of Running Records and Miscue Analysis: Limits and Possibilities for Literacy Learning. In C. Martin, D. Polly & R. Lambert (Eds.), Handbook of Research on Formative Assessment in Pre-K through Elementary Classrooms (pp. 327-345). Hershey, PA: IGI Global Publishing. DOI:10.4018/978-1-7998-0323-2

Compton-Lilly, C., Wang, Y., & Braden, E. (2020). Honoring manifestations of multilingual readers’ language repertoires. In K. Whitmore & R. Meyer (Eds.), Reclaiming Literacies as Meaning Making: Manifestations of Values, Identities, Relationships, and Knowledge (pp. 83-92). Routledge.

Selected Research Studies

Culturally Sustaining Pathways in Emergent Bilingual Literacy Development

Investigating Bilingual Students’ Reading Strategies in STEM Areas, funded by ASPIRE grant, Office of Research, University of South Carolina 

A Mixed Methods Examination of Bilingual Children’s STEM Reading Process, funded by EXCEL grant, Office of Research, University of South Carolina 

Selected Awards

George H. Lackey, Jr. Award for Inspirational Teaching, College of Education, University of South Carolina, 2024
Early Career Service Award, College of Education, University of South Carolina, 2019
Faculty Associate of the Year, Preston Residential College, University of South Carolina, 2019

Courses/Teaching

EDRD 730 Content Area Reading and Writing
EDRD 750 Curriculum Design
EDRD 796 Teaching Reading and Writing to Speakers of Other Languages.
EDRD 800 Literacy Education
EDRD 842 Windows into the Reading Process