Young-suk Kim

picture of Young-suk  Kim

School of Education

Ed.D., Harvard University, 2007, Human Development and Psychology

Phone: (949) 824-2348
Fax: (949) 824-9103

University of California, Irvine
3455 Education
Mail Code: 5500
Irvine, CA 92697
Research Interests
Language, Cognition, Reading, Writing, Development, Assessment, Instruction
Academic Distinctions
Robert M. Gagne Research Award
College of Education, Florida State University, 2016

Presidential Early Career Awards for Scientists and Engineers (PECASE), 2012
The White House, Washington DC

Developing Scholar Award
Florida State University, 2014

University Teaching Award
Florida State University, 2013
Research Abstract
Young-Suk Grace Kim, Ed.D., is a professor at University of California, Irvine. She received her Ed.D. at Harvard University in Human Development and Psychology with a concentration on Language and Literacy, and a minor concentration on Quantitative Policy Analysis in Education. She holds Master’s degrees in Teaching English to Speakers of Other Languages (TESOL) as well as in Human Development and Culture. She was a former classroom teacher at the primary and secondary schools, and community college in San Francisco, California. She was an associate director at the Florida Center for Reading Research and a faculty member at the Florida State University.

Professor Kim’s primary research areas include development in language, cognition, and literacy acquisition and instruction across languages and writing systems, including dyslexia and dysgraphia. She examines how various factors co-develop and interact each other. Her research has been supported by the Institute of Education Science, U. S. Department of Education, and the National Institute of Child Health and Human Development.

Dr. Kim received the Presidential Early Career Award for Scientists and Engineers (PECASE) by President Barack Obama; and the Developing Scholar Award and University Teaching Award. She currently serves as an associate editor for the Journal of Educational Psychology, and editorial board for several journals including Reading Research Quarterly, Journal of School Psychology, School Psychology Review, Educational Researcher, and AERA Open.
Kim, Y.-S. G., Lee, H. S., & Zuilkowski, S. S. (in press). Impact of multicomponent literacy interventions in low- and middle-income countries: A meta-analysis. Child Development.

Kim, Y.-S. G., & Park, S. (in press). Unpacking pathways using the Direct and Indirect Effects Model of Writing (DIEW) and the contributions of higher order cognitive skills to writing. Reading and Writing: An Interdisciplinary Journal.

Kim, Y.-S. G., & Piper, B. (in press). Cross-language transfer of reading skills: An empirical investigation of bidirectionality and the influence of instructional environments. Reading and Writing: An Interdisciplinary Journal. 5-018-9889-7

Kim, Y.-S. G., Petscher, Y., Wanzek, J., & Al Otaiba, S. (2018). Relations between reading and writing: A longitudinal examination from Grades 3 to 6. Reading and Writing: An Interdisciplinary Journal, 31, 1591-1618.

Connor, C. M., Phillips, B., Kim, Y.-S. G., Lonigan, C. J., Kaschak, M. P., Crowe, E., Dombek,
J., Al Otaiba, S. (2018). Examining the efficacy of targeted component interventions on language and literacy for third and fourth graders who are at risk of comprehension difficulties.
Scientific Studies of reading, 22 (6), 462-484. doi:10.1080/10888438.2018.1481409

Wawire, B., & Kim, Y.-S. G. (2018). Cross-language transfer of phonological awareness and letter knowledge: Causal evidence and nature of transfer. Scientific Studies of reading, 22 (6), 443-461. doi: 10.1080/10888438.2018.1474882

Kim, Y.-S. G., Cho, J.-R., & Park, S.-G. (2018). Unpacking direct and indirect relations of short term memory, RAN, phonological awareness, morphological awareness, and orthographic awareness to word reading. Journal of Learning Disabilities, 51, 473-481. doi:10.1177/0022219417724817

Katzir, T., Kim, Y.-S. G., & Dotan, S. (2018). Reading self-concept and reading anxiety in second grade children: The roles of word reading, emergent literacy skills, working memory, and gender. Frontiers in Psychology. doi: 10.3389/fpsyg.2018.01180

Kim, Y.-S. G., Vorstius, C., & Radach, R. (2018). Does online comprehension monitoring make a unique contribution to reading comprehension in beginning readers? Evidence from Eye Movements. Scientific Studies of reading, 22 (5), 367-383. doi:10.1080/10888438.2018.1457680

Coker, D. L., & Kim, Y.-S. G. (2018). Critical issues in the understanding of young elementary school students at risk for problems in written expression: Introduction to the special issue. Journal of Learning Disabilities, 51, 315-319. doi:10.1177/0022219417708168

Kim, Y.-S. G., Gatlin, B., Al Otaiba, S., & Wanzek, J. (2018). Theorization and an empirical investigation of the component-based and developmental writing fluency construct. Journal of Learning Disabilities, 51 (4), 320-335. doi:10.1177/0022219417712016

Erbeli, F., Hart, S. A., Kim, Y. S., & Taylor, J. (2017). The effects of genetic and environmental factors on writing development. Learning and Individual Differences, 59, 11-21. doi:10.1016/j.lindif.2017.08.005

Kim, Y.-S. G. (2017). Multicomponent view of vocabulary acquisition: An investigation with primary grade children. Journal of Experimental Child Psychology, 162, 120-133. doi:10.1016/j.jecp.2017.05.004

Kim, Y.-S. G. (2017). Why the simple view of reading is not simplistic: Unpacking the simple view of reading using a direct and indirect effect model of reading (DIER). Scientific Studies of Reading, 21, 310-333. doi:10.1080/10888438.2017.1291643

Wanzek, J., Gatlin, B., Al Otaiba, S., & Kim, Y.-S. G. (2017). The impact of transcription writing interventions for first grade students. Reading & Writing Quarterly: Overcoming Learning Difficulties, 33, 484-499. doi:10.1080/10573569.2016.1250142

Kim, Y.-S. G., Schatschneider, C., Wanzek, J., Gatlin*, B., Al Otaiba, S. (2017). Writing evaluation: Rater and task effects on the reliability of writing scores for children in Grades 3 and 4. Reading and Writing: An Interdisciplinary Journal, 30, 1287-1310. doi:10.1007/s11145-017-9724-6

Barnes*, A., Kim, Y.-S. G., Tighe*, L., Vorstius, C. (2017). Readers in adult basic education: Component skills, eye movements, and fluency. Journal of Learning Disabilities, 50, 180-194. doi:10.1177/0022219415609187

Silverman, R. D., Kim, Y.-S. G., Hartranft, A. M., Nunn, S. J., & McNeish, D. (2017). Effects of a multimedia enhanced reading buddies program in kindergarten and fourth grade. Journal of Educational Research, 110, 391-404. doi:10.1080/00220671.2015.1103690

Kim, Y.-S. G., & Schatschneider, C. (2017). Expanding the developmental models of writing: A direct and indirect effects model of developmental writing (DIEW). Journal of Educational Psychology, 109, 35-50. doi:10.1037/edu0000129

Kim, Y.-S. G., & Phillips, B. (2016). 5 minutes a day: An exploratory study of improving comprehension monitoring for prekindergartners from low income families. Topics in Language Disorder, 36, 356-367.

Barnes, A., & Kim, Y.-S. G. (2016). Low-skilled adult readers look like typically developing child readers: A comparison of reading skills and eye movement behavior. Reading and Writing: An Interdisciplinary Journal, 29, 1889-1914. DOI: 10.1007/s11145-016-9657-5

Kim, Y.-S. G., & Petscher, Y. (2016). Prosodic sensitivity and reading: An investigation of pathways of relations using a latent variable approach. Journal of Educational Psychology, 108, 630-645.

Kim, Y.-S. G. (2016). Do live versus audio-recorded narrative stimuli influence young children’s narrative comprehension and retell quality? Language, Speech, and Hearing Services in Schools, 47, 77-86. DOI: 10.1044/2015_LSHSS-15-0027

Guo, Q., Kim, Y.-S. G., Yang, L., & Liu, L. (2016). Does previewing answer choice options improve performance on a reading test? Reading and Writing: An Interdisciplinary Journal, 29, 745-760. DOI: 10.1007/s11145-016-9626-z

Kim, Y.-S. G. (2016). Direct and mediated effects of language and cognitive skills on comprehension or oral narrative texts (listening comprehension) for children. Journal of Experimental Child Psychology, 141, 101-120. DOI: 10.1016/j.jecp.2015.08.003

Kim, Y.-S. G. (2015). Developmental, component-based model of reading fluency: An investigation of word-reading fluency, text-reading fluency, and reading comprehension. Reading Research Quarterly, 50, 459–481. DOI: 10.1002/rrq.107 PMCID: PMC4590774

Cho, J.-R., Park, S.-G., & Kim, Y.-S. (2015). Relations of cognitive skills with reading and listening comprehension among Korean children: A 1-year longitudinal study. Information: An International Interdisciplinary Journal, 18, 1975-1982.

Kim, Y.-S., Puranik, C. & Al Otaiba, S. (2015). Developmental trajectories of writing skills in first grade: Examining the effects of SES and language and/or speech impairments. Elementary School Journal, 115, 593 – 613. DOI:0013-5984/2015/11504-0008 PMCID: PMC4489844

Kim, Y.-S. G., & Park, Y. H. (2015). Parent-child interactions in bookreading and child’s narrative skills for prekindergartners: Exploring “during” vs. “after” book reading interactions. International Journal of Early Childhood Education, 21, 1-21.

Kim, Y.-S. G., & Wagner, R. K. (2015). Text (Oral) reading fluency as a construct in reading development: An investigation of its mediating role for children from Grades 1 to 4. Scientific Studies of Reading, 19, 224-242. DOI: 10.1080/10888438.2015.1007375

Kim, Y.-S., Al Otaiba, S., Wanzek, J., & Gatlin*, B. (2015). Towards an understanding of dimension, predictors, and gender gaps in written composition. Journal of Educational Psychology, 107, 79-95. DOI: 10.1037/a0037210 PMCID: PMC4414052

Kim, Y.-S. G., Park, C., & Park, Y. (2015). Dimensions of discourse-level oral language skills and their relations to reading comprehension and written composition: An exploratory study. Reading and Writing: An Interdisciplinary Journal, 28, 633-654. DOI: 10.1007/s11145-015-9542-7

Kim, Y.-S. (2015). Language and cognitive predictors of text comprehension: Evidence from multivariate analysis. Child Development, 86, 128-144. DOI: 10.1111/cdev.12293

Kim, Y.-S., Al Otaiba, S., & Wanzek, J. (2015). Kindergarten predictors of third grade writing. Learning and Individual Differences, 37, 27-37. DOI:10.1016/j.lindif.2014.11.009

Kim, Y.-S., Petscher, Y., & Foorman, B. (2015). The unique relation of silent reading fluency to end-of-year reading comprehension: Understanding individual differences at the student, classroom, school, and district levels. Reading and Writing: An Interdisciplinary Journal, 28, 131-150. DOI: 10.1007/s11145-013-9455-2

Connor, C. M., Phillips, B. M., Kaschak, M., Apel, K., Kim, Y.-S., Al Otaiba, S., Crowe, E. C., Thomas-Tate, S., Johnson, L. K., & Lonigan, C. J. (2014). Comprehension tools for teachers: Reading for understanding from pre-kindergarten through fourth grade. Educational Psychology Review, 26, 379-401. DOI: 10.1007/s10648-014-9267-1

Kent, S., Wanzek, J., Petscher, Y., Al Otaiba, S., & Kim, Y.-S. (2014). Writing fluency and quality in kindergarten and first grade: The role of attention, reading, transcription, and oral language. Reading and Writing: An Interdisciplinary Journal, 27, 1163-1188. DOI: 10.1007/s11145-013-9480-1

Kim, Y.-S., & Phillips, B. (2014). Cognitive correlates of listening comprehension. Reading Research Quarterly, 49, 269-281. DOI: 10.1002/rrq.74

Barnes, A., Kim, Y.-S., & Phillips, B. (2014). The relations of proper character introduction to narrative quality and listening comprehension for young children from high poverty schools. Reading and Writing: An Interdisciplinary Journal, 27, 1189-1205. DOI: 10.1007/s11145-013-9481-0

Al Otaiba, S., Kim, Y.-S., Wanzek, J., Petscher, Y., & Wagner, R. (2014). Long term effects of first grade multi-tier intervention. Journal of Research on Educational Effectiveness, 7, 250-267. DOI: 10.1080/19345747.2014.906692

Su, X., & Kim, Y.-S. (2014). Semantic radical knowledge and word recognition in Chinese for Chinese-as-foreign language learners. Reading in a Foreign Language, 26 (1), 131-152.

Kim, Y.-S., Al Otaiba, S., Folsom*, J. S., Greulich, L., & Puranik, C. (2014). Evaluating the dimensionality of first grade written composition. Journal of Speech, Language, and Hearing Research, 57, 199-211. DOI:10.1044/1092-4388(2013/12-0152) PMCID: PMC3972623

Kim, Y.-S., Al Otaiba, S., Puranik, C., Folsom*, J. S., & Greulich, L. (2014). The contributions of vocabulary and letter writing automaticity to word reading and spelling for kindergartners. Reading and Writing: An Interdisciplinary Journal, 27, 237-253. DOI: 10.1007/s11145-013-9440-9

Koo, J., Becker, B., & Kim, Y.-S. (2014). Examining differential item functioning trends for English language learners in a reading test: A meta-analytical approach. Language Testing, 31, 89-109. DOI:10.1177/0265532213496097

Kim, Y.-S., Park, C., & Wagner, R. K. (2014). Is oral/text reading fluency a “bridge” to reading comprehension? Reading and Writing: An Interdisciplinary Journal, 27, 79-99. DOI: 10.1007/s11145-013-9434-7 PMCID: PMC4313766

Yoo, Y. M., Park, S-G., Kim, Y.-S., Seo, A. (2013). Review of intervention studies for children with learning disabilities in Korea. Journal of Special Education Studies (in Korean), 5, 45-65.

Kim, Y.-S., Park, C., & Park*, Y. (2013). Is academic language use a separate dimension in begining writing? Evidence from Korean children. Learning and Individual Differences, 27, 8-15. DOI: 10.1016/j.lindif.2013.06.002

Pallante, D., & Kim, Y.-S. (2013). The effect of a multicomponent literacy instruction model on literacy growth for kindergartners and first grade students in Chile. International Journal of
Psychology, 48, 747-761. DOI: 10.1080/00207594.2012.719628

Kim, Y.-S., Apel, K., & Al Otaiba, S. (2013). The relation of linguistic awareness and vocabulary to word reading and spelling for first-grade students participating in response to instruction. Language, Speech, and Hearing Services in Schools, 44, 1-11. DOI: 10.1044/0161-1461(2013/12-0013)

Kim, Y.-S., Al Otaiba, S., Sidler*, J. F., & Greulich, L. (2013). Language, literacy, attentional behaviors, and instructional quality predictors of written composition for first graders. Early Childhood Research Quarterly, 28, 461-469. DOI: 10.1016/j.ecresq.2013.01.001

Kim, Y.-S., & Petscher, Y. (2013). Considering word characteristics for spelling accuracy: Evidence from Korean-speaking children. Learning and Individual Differences, 23, 80-86. DOI: 10.1016/j.lindif.2012.08.002

Kim, Y.-S., & Petscher, Y. (2013). Language general and specific factors in letter acquisition: Considering child and letter characteristics in Korean. Reading and Writing: An Interdisciplinary Journal, 26, 263-292. DOI: 10.1007/s11145-012-9367-6

Katzir, T., Schiff, R., & Kim, Y.-S. (2012). The effects of orthographic consistency on reading development: A within and between cross-linguistic study of fluency and accuracy among fourth grade English- and Hebrew-speaking children. Learning and Individual Differences, 22, 673-679. DOI: 10.1016/j.lindif.2012.07.002

Kim, Y.-S. (2012). The relations among L1 (Spanish) literacy skills, L2 (English) language, L2 text reading fluency, and L2 reading comprehension for Spanish-speaking ELL first grade students. Learning and Individual Differences, 22, 690-700. DOI:10.1016/j.lindif.2012.06.009

Kim, Y.-S., Wagner, R., & Lopez, D. (2012). Developmental relations between reading fluency and reading comprehension: a longitudinal study from grade 1 to grade 2. Journal of Experimental Child Psychology, 113, 93-111. DOI: 10.1016/j.jecp.2012.03.002

Kim, Y.-S., Radach, R., & Vorstius, C. (2012). Eye movements and parafoveal processing during reading in Korean. Reading and Writing: An Interdisciplinary Journal, 25, 1053-1078. DOI: 10.1007/s11145-011-9349-0

Kim, Y.-S., & Pallante, D. (2012). Predictors of reading skills for kindergartners and first grade students in Spanish: A longitudinal study. Reading and Writing: An Interdisciplinary Journal, 25, 1-25. DOI: 10.1007/s11145-010-9244-0

Petscher, Y., & Kim, Y.-S. (2011). Efficiency of predicting risk in word reading using fewer, easier letters. Assessment for Effective Intervention, 37, 17-25. DOI: 10.1177/1534508411407761

Puranik, C., Lonigan, C., & Kim, Y.-S., (2011). Contributions of emergent literacy skills to name writing, letter writing, and spelling in preschool children. Early Childhood Research Quarterly, 26, 465-474. DOI: 10.1016/j.ecresq.2011.03.002

Kim, Y.-S., Kang, J. Y. S., & Pan, B. A. (2011). The relationship between children’s spontaneous utterances during joint bookreading and their retellings. Journal of Early Childhood Literacy, 11, 402-422. DOI: 10.1177/1468798411409301

Kim, Y.-S., Al Otaiba, S., Puranik, C., Folsom, J. S., Greulich, L., & Wagner, R. K. (2011). Componential skills of beginning writing: An exploratory study. Learning and Individual Differences, 21, 517-525. DOI: 10.1016/j.lindif.2011.06.004. PMCID: PMC3261783

Kim, Y.-S., & Petscher, Y. (2011). Relations of emergent literacy skill development with conventional literacy skill development in Korean. Reading and Writing: An Interdisciplinary Journal, 24, 635-656. DOI: 10.1007/s11145-010-9240-4

Kim, Y.-S. (2011). Considering linguistic and orthographic features in early literacy acquisition: Evidence from Korean. Contemporary Educational Psychology, 36, 177-189. DOI:10.1016/j.cedpsych.2010.06.003

Petscher, Y., Kim, Y.-S., & Foorman, B. (2011). The importance of predictive power in early screening assessments: Implications for placement in the response to intervention framework. Assessment for Effective Intervention, 36, 158-166. DOI: 10.1177/1534508410396698

Kim, Y.-S., Wagner, R. K., & Foster, E. (2011). Relations among oral reading fluency, silent reading fluency, and reading comprehension: A latent variable study of first-grade readers. Scientific Studies of Reading, 15, 338-362. DOI: 10.1080/10888438.2010.493964 PMCID: PMC3131673

Kim, Y.-S. (2011). Proximal and distal predictors of reading comprehension: Evidence from young Korean readers. Scientific Studies of Reading, 15(2), 167-190. DOI: 10.1080/10888431003653089

Petscher, Y., & Kim, Y.-S. (2011). The utility and accuracy of oral reading fluency score types in predicting reading comprehension. Journal of School Psychology, 49, 107-129. DOI:10.1016/j.jsp.2010.09.004

Kim, Y.-S., Petscher, Y., Schatschneider, C., & Foorman, B. (2010). Does growth rate in oral reading fluency matter in predicting reading comprehension? Journal of Educational Psychology, 102, 652-667. DOI: 10.1037/a0019643

Kim, Y.-S., Petscher, Y., Foorman, B. & Zhou, C. (2010). The contributions of phonological awareness and letter-name knowledge to letter sound acquisition - A cross-classified multilevel model approach. Journal of Educational Psychology, 102, 313-326. DOI: 10.1037/a0018449

Kim, Y.-S. (2010). Componential skills in early spelling development in Korean. Scientific Studies of Reading, 14, 137-158. DOI: 10.1080/10888430903034812

Kim, Y.-S. (2009). The foundation of literacy skills in Korean: The relationship between letter-name knowledge and phonological awareness and their relative contribution to literacy skills. Reading and Writing: An Interdisciplinary Journal, 22, 907-931.DOI: 10.1007/s11145-008-9131-0

Kang, J. Y. S., Kim, Y.-S., & Pan, B. A. (2009). Five-year-olds’ book talk and story retelling: Contributions of mother-child joint bookreading. First Language, 29, 243-265. DOI: 10.1177/0142723708101680

Kim, Y.-S. (2009). Crosslinguistic influence on phonological awareness for Korean-English Bilingual children. Reading and Writing: An Interdisciplinary Journal, 22, 843-861. DOI: 10.1007/s11145-008-9132-z

Katzir, T., Lesaux, N., & Kim, Y.-S. (2009). Reading self concept and reading comprehension for middle grade elementary school children. Reading and Writing: An Interdisciplinary Journal, 22, 261-276. DOI: 10.1007/s11145-007-9112-8

Kim, Y.-S. (2009). The relationship between home literacy practices and developmental trajectories of emergent literacy and conventional literacy skills for Korean children. Reading and Writing: An Interdisciplinary Journal, 22, 57-85. DOI: 10.1007/s11145-007-9103-9

Kim, Y.-S. (2008). Cat in a hat or cat in a cap? An investigation of developmental trajectories of phonological awareness for Korean children. Journal of Research in Reading, 31, 359-378. DOI: 10.1111/j.1467-9817.2008.00379.x

Katzir, T., Kim, Y.–S., Wolf, M., Morris, R., & Lovett, M. (2008). The varieties of pathways
to dysfluent reading: Comparing subtypes of children with dyslexia at letter, word and
connected text levels of reading. Journal of Learning Disabilities, 41, 47-66.

Kim, Y.–S. (2007). Phonological awareness and literacy skills in Korean: an examination of the unique role of body–coda units. Applied Psycholinguistics, 28, 67–93. DOI: 10.1017.S014271640707004X

Katzir, T., Kim, Y.–S., Wolf, M., Kennedy, B., Morris, R., & Lovett, M. (2006). The relationship of spelling recognition, RAN, and phonological awareness to reading skills in older poor readers and younger reading-matched controls. Reading and Writing: An Interdisciplinary Journal, 19, 845-872. DOI: 10.1007/s11145-006-9013-2

Katzir, T., Kim, Y.–S., Wolf, M., O’Brien, B., Kennedy, B., Lovett, M., & Morris, R. (2006). Reading Fluency: The Whole Is More than the Parts. Annals of Dyslexia, 56, 51-82.
SRSD+: Powerful Writing Instruction (Institute of Education Sciences, US Department of Education)
Cross-Language Transfer from Spanish to English (Institute of Education Sciences, US Department of Education)
Academic Language and Literacy Development (Institute of Education Sciences, US Department of Education)
Developing Dynamic Forecasting Intervention Algorithms for Children with Severe Literacy Disabilities (National Institute of Child Health and Human Development)
Improving Vocabulary Learning (National Science Foundation)
Professional Societies
Scientific Studies of Reading
Society for Research in Child Development
American Educational Research Association
Graduate Programs

Research Center
Language, Literacy, & Learning (L3)
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