Faculty and Staff
Yang Wang, Ph.D.
|Title:||Associate Professor, Language and Literacy
|Department:||Instruction and Teacher Education
College of Education
Ph.D. in Literacy, University of Missouri
M.Ed. in TESOL, University of Missouri
Yang Wang 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.
Reading comprehension, reading assessment, English language teaching and learning, bilingualism.
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.
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. (2019a). “It broadens our horizon”: English learners learn through global literature and cultural discussion. Journal of Adolescent & Adult Literacy. DOI: 10.1002/jaal.965.
Wang, Y. (2019b). 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, winter, 30-35.
Wang, Y., & Zheng, Y. (2019). “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.]
Gilles, C., Wang, Y., Fish, J., & Stegall, J. (2018). “I learned by watching my mentor:” Nurturing teacher leadership within an induction program. Mentoring & Tutoring: Partnership in Learning, 26(4), 455-475. Doi:10.1080/13611267.2018.1530174
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. Retrieved from http://iafor.org/wp-content/uploads/2016/09/Cultivate-Mindfulness-A-Case-Study-of-Mindful-Learning-in-an-English-as-a-Foreign-Language-Classroom.pdf
Gilles, C., Wang, Y., & Johnson, D. (2016). Drawing on what we do as readers: Discovering and embedding strategies across the disciplines. Journal of Adolescent & Adult Literacy, 59(6), 675-684. doi:10.1002/jaal.489
Wang, Y., & Zheng, Y. (2015). Mirror and window: Adult ELLs read multicultural picture books. Worlds of Words Stories: Connections from the Classroom, 4(9). Retrieved from http://wowlit.org/on-line-publications/stories/iv9/5/
Zheng, Y., & Wang, Y. (2015). Implications of reading miscue analysis for English as a Foreign Language teaching. China Adult Education, 24, 175-177.
Wang, Y., & Zheng, Y. (2014). “Drive my mind into thinking”: Using freewriting in an English language learning classroom. Talking Points, 26(1), 11-18.
Gilles, C., Wang, Y., Smith, J., & Johnson, D. (2013). “I’m no longer just teaching history.” Professional development for teaching common core standards for literacy in social studies. Middle School Journal, 44 (3), 34-43.
Gilles, C., Carrillo, L., Wang, Y., Stegall, J., & Bumgarner, B. (2013). “Working with my mentor is like having a second brain/hands/feet/eyes”: Perceptions of novice teachers. English Journal, 102 (3), 78-86.
Selected Research Studies
Collaborative Retrospective Miscue Analysis funded by The Center for Expansion of Language and Thinking (CELT)
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
The Reading Hall of Fame Supporting Young Scholars Fellow, International Literacy Association, 2014-2018
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