Profile for Hyojong Sohn
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Hyojong Sohn
Pronouns: She/Her/Hers
Assistant Professor
Educational Studies
University of Wisconsin-La Crosse
Hyojong Sohn Pronouns: She/Her/Hers
Assistant Professor
Educational Studies
Specialty area(s)
Special Education, High-Incidence Disabilities, Teacher Effectiveness, Evidence-Based Literacy Practices, and Teacher Collaboration within an MTSS Framework
Current courses at UWL
SPE 200: Foundations of Special Education
SPE 420: Advanced Literacy and Math Practices for K-12 Students with Persistent Academic Challenges
SPE 452: Assessment in Special Education
Education
Ph.D. in Special Education, University of Florida, Gainesville, FL
Minor in Research Evaluation and Measurement (Quantitative)
M.S. in Special Education, St. Cloud State University, St. Cloud, MN
Graduate Certificates in Learning Disabilities and Instructional Technology
M.S. in Global Teacher Education, Gyeongin National University of Education, Gyeonggi, South Korea
B.S. in Elementary Education, Daegu National University of Education, Daegu, South Korea
Career
Teaching history
Arizona State University, Tempe, AZ
SPE321: Classroom and Special Education Assessment
SPE423: Methods of Cross-Categorical Special Education I
University of Florida, Gainesville, FL
EEX6136: Dyslexia: Language and the Brain
EEX6125: Intervention in Language and Learning Disabilities
Professional history
2018–2023 Research Assistant, University of Florida, Gainesville, FL
2020 Teaching Assistant, Arizona State University, Tempe, AZ
2019, 2021 Teaching Assistant, University of Florida, Gainesville, FL
2017–2018 Special Education Teacher in Worthington, MN
2015–2016 Graduate Assistant, St. Cloud State University, St. Cloud, MN
2015 Graduate Assistant, Gyeongin National University of Education, Gyeonggi, South Korea
2014 Music Teacher in Seoul, South Korea
2010–2012 Elementary School Teacher in Yeongju, South Korea
Research and publishing
Sohn, H., Acosta, K., Brownell, M. T., Gage, N., Thompson, E., & Pudvah, C. (2023). A meta-analysis of interventions to improve reading comprehension outcomes for adolescents with reading difficulties. Learning Disabilities Research & Practice. 38(2), 85–103. https://doi.org/10.1111/ldrp.12307
Benedict, A. E., Williams, J. J., Brownell, M. T., Chapman L. A., Sweers, A., & Sohn, H. (2023). Using lesson study to change teacher knowledge and practice: The role of knowledge sources in teacher change. Teaching and Teacher Education. 122, 1–13. https://doi.org/10.1016/j.tate.2022.103951
Benedict, A. E., Brownell, M. T., Bettini, E., & Sohn, H. (2021). Learning together: Teachers’ evolving understanding of coordinated word study instruction within an RTI framework. Teacher Education and Special Education. 44(2), 134–159. https://doi.org/10.1177/0888406420930686
Brownell, M. T., Jones, N. D., Sohn, H., & Stark, K. (2020). Improving teaching quality for students with disabilities: Establishing a warrant for teacher education practice. Teacher Education and Special Education. 43(1), 28–44. https://doi.org/10.1177/0888406419880351
Sohn, H. (2018). The relationship between family factors and academic achievement levels among Hispanic immigrant students in the U.S. Culminating Projects in Special Education. 58. https://repository.stcloudstate.edu/sped_etds/58
Kudos
awarded