Profile for Hyojong Sohn

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Hyojong Sohn

Assistant Professor
Educational Studies
University of Wisconsin-La Crosse

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 420: Advanced Literacy and Math Practices for K-12 Students with Persistent Academic Challenges 

SPE 452: Assessment in Special 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


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.

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.

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.

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.

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.



One of our newest faculty members, Hyojong Sohn, Educational Studies, received the prestigious dissertation award from the Council for Exceptional Children's Teacher Education Division (TED). Sohn received the TED Dissertation Award for Doctoral Level Research at the TED Conference on Nov. 1 in Long Beach, California.

The purpose of the award is to recognize doctoral students who have focused their research on the preparation of pre-service and in-service educators serving students with disabilities or who have conducted related research having clear implications for the preparation of educators serving students with disabilities. Congratulations, Dr. Sohn!

Submitted on: Nov. 1