University Profile Database

SuHua Huang

Email Addresses
suhua.huang@msutexas.edu
My Websites
  • Education and Reading
    Associate Professor

    Office Location
    Ferguson Hall 119
    Phone
    Voice: (940) 397-4763
    Fax: (940) 397-4694
  •   Semester Course # Section Course Name Location Days / Times
    Details Fall 2019 ECED3713 101 ESL Methods Ferguson Hall 202

     Mondays: 4:30 pm-7:20 pm

    Details Fall 2019 ECED 4123 Language and Literacy Ferguson Hall 202

    Thursdays: 5:30 PM-8:20 PM

    Details Fall 2019 COUN2143 270 Human Diversity Dillard College of Business Administration 175

    Wednesdays 4:30-7:20pm

    Details Fall 2019 READ4223 201 Diagnosis and Correction of Reading Difficulties Ferguson Hall 202

    Mondays and Wednesdays: 12:30 pm-2:20 pm

  • Institution Degree Graduation Date
    Bethal Taiwan Normal Univesity BA 1992-6-1 0:0:0
    Bethel College Master 2017-30-2001 0:0:0
    The University of Oklahoma PhD Dec 14 2007 12:00AM
  • Institution Position Start Date End Date
    The University of Oklahoma Teaching Assistant& Research Assistant January 2005 December 2007
    Midwestern State University Associate Professor January 2009 Present
  •  BOOKS

    Huang, S. H., Simmons, D., Wilson, C., & Hutson, T. (2018). 20 STEM Literacy Strategy for Grades 4-8.

                    ISBN: ISBN: 978-1-53612-863-5

    Huang, S. H. (2012). A Faithful Reading Partner. Bloomington, IN: Author House.

    Huang, S. H. (2010). Reading Motivation of Chinese Middle School Students in Taiwan: A mixed method research study in social

                  contexts, cultural practice, and instructional sources. Belize, Germany: VDM

    BOOK CHAPTER

    Huang, S. H. (2018). A mixed reserach method to invesitage Chinese students' reading motivation in Taiwan. In Orellan, P., & Lind, P. B.

                              Reading  achievement and motivation in boys and girls:Field studies and methodological approach (pp. 135-155).  

                              New York: Springer Publishing company.  

    Huang, S. H., & Curry, D L. (2018). Interactive literacy approach to support struggling readers' literacy skills. In, R. V. Nata (Ed.),

                             Progress  in  Education, 49, (pp.223-234). New York: Nova Science publishers, Inc.      

    Huang, S. H. (2017). Implement STEM Literacy in the Elementary School Curriculum. In R. V. Nata

                    (Ed.), Progress in Education, 42, (pp. 19-36).  New York: Nova Science Publishers, Inc.

    Hutson, T., & Huang, S. H.  (2017). An innovative STEM camp. In R. Morrison (Ed.). Progress in Education,

                    42, (pp. 37-54). New York: Nova Science Publishers, Inc.

    Huang, S. H. (2017). Chinese Elementary School Students’ Motivation and Attitude toward English. In.  A.

                M. Columbus (Ed.). Advanced in Psychology (pp.105-126).  New York: Nova Science Publishers,Inc.

    Huang, S. H., Stewart, T., & Blacklock, J. (2014). African American High-School Students’ Motivational,

                    Behavioral, and Literacy Strategies across Content Areas . in R. Morisson (Ed.), Motivation:

                   Psychology, Strategies and Impact on Performance (pp.69-92).  New York: Nova Science Publishers, Inc.

    REFEREED JOURNALS

    Huang, S. H., & Marcie, R. (2018). Effective vocabulary strategies for English learners in middle school classroom.

                       The 2018 Texas Association for Literacy Education (TALE) Yearbook, 5, 89-97

     Huang, S. H., Rohmer, K. (2017). The culturally responsive classroom supports students’ literacy skills and cultural understanding.

                  UBIQUITY. The Journal of Literature, Literacy, and Arts. 4, 56-78.

    Huang, S. H. (2017). Reading practice of Pre-Service Teachers in the U.S. A. Reading Psychology, 38 (6),

                    580-603.  Doi: 10.1080/02702711.2017.1310160.

    Huang, S. H.,  Orellan, P., & Capps, M. (2016 ). U. S. and Chilean College Students’ Reading ractice: A Cross-Cultural 

             Respective.  Reading Reserach Quartely , 51(4),95-110.

    Huang, S. H., Whisnand, L., Cobb, S., & Curry, L.,(2016 ). Organize an efective intervention  program for struggling readers. Literacy 

               Learning: the Middle Years: Australian Literacy  Educator’s Association. 24(1), 27-36.

    Huang, S. H. (2015). The Mixed-Method Research on Learning Vocabulary through Technology Reveals Vocabulary Growth in Second

                 Second Grade Studnets. Reading Reserach Quartely, 36(1), 1-30.

    Capps, M., & Huang, S. H. (2015). Reading Habits of Education Majors:  Literacy Information and Computer Education Journal, 6(3),

                     1976-1982.

    Huang, S. H. Ruan, J., & Capps, M (2015). What Sociocultural factors Influence Chinese Middle School Students’ Reading Motivation in 

                   Taiwan. Quarterly Journal of Chinese Studies, 3(2), 55-76.

    Huang, S. H., Capps, M., Blacklock, J., & Garza, M. (2014). Reading Habits of College Students in USA.

                     Reading Psychology, 35(5), 437-467.

    Huang, S. H, & Kowalick, M.  (2014). The Use of Multicultural Literature to Support Literacy Learning and Cultural Literacy.

                       Literacy Learning: the Middle Years: Australian Literacy Educator’s Association, 22(1), 16-22. 

     Huang, S. H. (2013 ). Factors Affecting Chinese Middle School Students’ Reading Motivation. Reading Psychology, 34(2), 148-181   

    Huang, S. H. (2013).  The Use of Literacy Bags to Promote Parental Involvement in Chinese Children’s Literacy Learning in the English 

                          Language. Journal of Language Teaching Research 17(2), 251-268.

                       *** This article was selected to receive the International Reading Association's Dian Feitelson Research Award.

    Huang, S. H., & Capps, M. (2013). Impact of Online Social Network on American

                             College Students’ Reading Practices: The College Quarterly Journal, 16, (1).

    Huang, S. H., Clark, N., & Wedel. W. (2013). The Use of an iPad to Promote Kindergartners’ Alphabet Recognition and Letter Sound

                             Correspondence. Practically Primary:  Australian Literacy Educators’ Association, 18(1), 24-26.

    Huang, S. H., Clark, N., & Wedel, W.  (2013). The Use of an iPad to Promote Kindergartners' Alphabet

                            Recognition and Letter Sound Correspondence. the Undergraduate Research Highlights Session:

                          The Council on  Undergraduate Research Quarterly (CUR), 34(1), 24 

    Orellan, P.,&  Huang, S. H. (2013).  A comparative study of the reading habits of Adolescent Chileans and Americans. 

                         The Journal of Argentina National Conference of Children’s and Youth Literature, 2, 21-32.

    Huang, S. H. (2012). A Mixed Method Study of the Effectiveness of the AR Program on Middle School Students’ Reading Achievement

                        and Motivation.  Reading Horizon, 51(3), 229-246. 

    Huang, S. H. (2008). The Vocabulary- Enriched classroom. The Oklahoma Reader, 43(2), 24-28.

    Hardre’, P. L., Huang, S. H., Chen, C. H.; Chiang, C. T., Jen, F. L., & Warden, L. (2006).High School Teachers’ Motivational Perceptions

                        and Strategies in an East Asian Nation. Asia-Pacific Journal of Teacher Education, 34(2), 199-221.    

    Hardré, P. L., Huang, S. H., Chen, C. H., Chiang, C. T. Jen, F. L. & Warden, L. (2006). Factors Affecting High School Students’ Academic

                           Motivation in Taiwan. Asia-Pacific Journal of Education, 26(2), 189-207.

    SPECIAL FEATURED ARTICLES

    Huang, S. H. (2013). A research article titled “ Exploring Changing Reading Habits of American College

                     Students, “was highlighted in the Wichitan on February, 6. 2013, in an article. “Students still read, study shows.”

    Huang, S. H. (2013). A research article titled “Reading Habits of College

                      Students in the United States,” was highlighted in the Chronicle of Higher Education on May 1,

                      2013 in an article, “Students May Be Reading Plenty, but not for  class."