Young-Suk Kim

Picture of Young-Suk Kim
Senior Associate Dean
School of Education
Ed.D., Harvard University, 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, Bilingual & Biliteracy Acquisition, Dual Language Learners, English Learners
Awards and Honors
One of the most productive scholars in educational psychology from 2015 to 2021
Evaluated in terms of publications in the field of educational psychology (see Fong et al., 2022 in Educational Psychology Review at

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
Short Biography
Young-Suk Kim is a professor and the Senior Associate Dean at the School of Education, University of California at 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) from San Francisco State University as well as in Human Development and Culture from Harvard Graduate School of Education. She was a classroom teacher in San Francisco, California.
Her scholarship focuses on understanding language and literacy development and effective instruction for racially, ethnically, economically, and linguistically diverse children, and helping them build strong foundations to support their success in school and beyond. Her specific areas of research include oral language, reading, writing, dyslexia, higher order cognitive skills. She has worked extensively with monolingual children from various linguistic backgrounds (e.g., English, Korean, Chinese, Spanish) and multilingual children in the US and other part of the world (low- and middle-income countries). Her research has been supported by the Institute of Education Science, the U. S. Department of Education, the National Institute of Child Health and Human Development, and the National Science Foundation. She is currently serving as the Editor-In-Chief for the journal Scientific Studies of Reading, and the Chair of the Vocabulary SIG for the American Educational Research Association, and on the advisory board for many national and international organizations (e.g., the National Center on Improving Literacy, Global Reading Network).
Peer-Reviewed Journal Articles

119. Cho*, M., & Kim, Y.-S. G. (Accepted). Do second graders adjust their language by discourse context? Journal of Language, Speech, and Hearing Services in Schools

118. Cao*, Y., Kim, Y.-S. G., & Cho*, M. (in press). Are observed classroom practices related to student language/literacy achievement? Review of Educational Research.

117. Cho*, M., Kim, Y.-S. G., & Wang*, J. (in press). Perspective taking and language features in secondary students’ text-based analytical writing. Scientific Studies of Reading.

116. Lee*, J., Wolters*, A., & Kim, Y.-S. G. (in press). The relations of morphological awareness to language and literacy skills vary depending on orthographic depth and the nature of morphological awareness: A meta-analysis. Review of Educational Research.

115. Kim, Y.-S. G., little, C., Petscher, Y., & Vorstius, C. (2022). Developmental trajectories of eye movements in oral and silent reading from grades 1 to 3 for English-speaking children. Scientific Reports, 12: 18708.

J114. Kim, Y.-S. G. (2022). Do written language bursts mediate the relations of language, cognitive, and transcription skills to writing quality? Written Communication, 39(2), 200–227.

J113. Steiss*, J., Krishnan, J., Kim, Y-S. G., & Olson, C. (2022). Dimensions of text-based analytical writing of secondary students. Assessing Writing, 51, 100600.

J112. Tibi, S., Edwards*, A., Kim, Y.-S. G., Schatschneider, C., & Boudelaa, S. (2022). The contributions of letter features to Arabic letter knowledge for Arabic-speaking kindergartners. Scientific Studies of Reading, 26(5), 357-372.

J111. Cho, J., Kim, Y.-S., Park, S.-G., & Kim, B.-H. (2022). Poor reading and cognitive deficits among Korean kindergartners and first-to-third grade students. The Korean Journal of Developmental Psychology, 35(2), 45-71.

J110. Kim, Y.-S. G. (in press). Co-occurrence of reading and writing difficulties: The application of the interactive dynamic literacy model. Journal of Learning Disabilities.
DOI: 10.1177/00222194211060868

J109. Xu*, Y., Aubele*, J., Virgil*, V., Bustamante, A., Kim, Y.-S., Warshauer, M. (in press). Dialogue with a conversational agent promotes children’s story comprehension via enhanced engagement. Child Development.

J108. Kim, Y.-S. G., Wolters*, A., Mercado, J., & Quinn, J. (in press). Crosslinguistic transfer of higher order cognitive skills and their roles in writing for English-Spanish dual language learners. Journal of Educational Psychology.

J107. Kim, Y.-S. G., & Graham, S. (2021). Expanding the direct and indirect effects model of writing (DIEW): Dynamic relations of component skills to various writing outcomes. Journal of Educational Psychology.

J106. Wolters*, A., Kim, Y.-S. G., & Szura*, J. (2022). Is reading prosody related to reading comprehension? A meta-analysis. Scientific Studies of Reading.

J105. Kim, Y.-S. G., Yang*, D., Reyes, M., & Connor, C. (2021). Writing instruction improves students’ writing differentially depending on instruction and child characteristics: A meta-analysis for primary grade students. Educational Research Review, 34, 100408,

J104. Kim, Y.-S. G. (2021). Inferencing skill and attentional control account for the connection between reading comprehension and mathematics. Frontiers in Psychology. DOI: 10.3389/fpsyg.2021.709944

J103. Kim, Y.-S. G., Dore, R. A., Cho*, M., Golinkoff, R., & Amendum, S. (2021). Theory of mind, mental state talk, and discourse Comprehension: Theory of mind process is more important for narrative comprehension than for informational text comprehension. Journal of Experimental Child Psychology, 209, 105181.

J102. Kim, Y.-S. G., & Snow, C. E. (2021). The science of reading is incomplete without the science of teaching. The Reading League, 2(3), 5-8, 10-13.

J101. Kim, Y.-S. G., Petscher, Y., Treiman, R., & Kelcey, B. (2021). Letter features as predictors of letter-name acquisition in four languages with three scripts. Scientific Studies of Reading, 25(6), 453-469.

J100. Werfel, K. L., Al Otaiba, S., Kim, Y.-S. G., & Wanzek, J. (2021). Linguistic predictors of single-word spelling in first grade students with speech and/or language Impairments. Remedial and Special Education, 42(2), 188-128.

J99. Cho*, M.-K., Kim, Y.-S. G., & Olson, C. (2021). Does perspective taking matter for writing? Perspective taking in source-based analytical writing of secondary students. Reading and Writing, 34 (8), 2081-2107.

J98. Cao, Y.*, & Kim, Y.-S. G. (2021). Is retell a valid measure of reading comprehension? Educational Research Review, 32, 100375.

J97. Kim, Y.-S. G., Quinn, J., & Petscher, Y. (2021). What is text reading fluency and is it a predictor or an outcome of reading comprehension? A longitudinal investigation. Developmental Psychology, 57(5), 718-732.

J96. Kim, Y.-S. G., & Petscher, Y. (2021). Influences of person, text, and assessment factors on text/discourse comprehension in oral language (listening comprehension). Annals of Dyslexia, 71(2), 218-237.

J95. Phillips, B., Kim, Y.-S. G., Lonigan, C. J., Connor, C. M., Clancy, J., & Al Otaiba, S. (2021). Supporting language and literacy development with intensive small-group interventions: An early childhood efficacy study. Early Childhood Research Quarterly, 57, 75-88.

J94. Kim, Y.-S. G., Petscher, Y., & Vorstius, C. (2021). Examining the relations of online reading processes (eye movements) with working memory, emergent literacy skills, and reading proficiency. Scientific Studies of Reading, 25(4), 351-369.

J93. Kim, Y.-S. G., Quinn, J., & Petscher, Y. (2021). Reading prosody unpacked: A longitudinal investigation of its dimensionality and the relation with word reading and listening comprehension for children in primary grades. Journal of Educational Psychology, 113 (3), 423–445.

J92. Kim, Y.-S. G. (2020). Theory of mind mediates the relations of language and domain-general cognitions to discourse comprehension. Journal of Experimental Child Psychology, 194.
J91. Guo, Q., Kim, Y.-S. G., Liu, Y., Peng, Y., Sun, W., Wang, Y., & Yang, L. (2020). The effects of a summer reading program for migrant children: First-year results from a randomized experiment. Asia Pacific Education Review.
J90. Kim, Y.-S. G. (2020). Structural relations of language, cognitive skills, and topic knowledge to written composition: A test of the direct and indirect effects model of writing (DIEW). British Journal of Educational Psychology, 90, 910-932.

J89. Kim, Y.-S. G. (2020). Toward integrative reading science: The direct and indirect effects model of reading (DIER). Journal of Learning Disabilities, 53 (6), 469-491.

J88. Kim, Y.-S. G., Petscher, Y., Uccelli, P., & Kelcey, B. (2020). Academic language and listening comprehension – two side of the same coin? An empirical examination of their dimensionality, relations to reading comprehension, and assessment modality. Journal of Educational Psychology, 112(7), 1367–1387.

J87. Kim, Y.-S. G. (2020). The simple view of reading unpacked and expanded: The direct and indirect effects model of reading. The Reading League, May/June, 15-22.

J86. Kim, Y.-S. G. (2020). Hierarchical and dynamic relations of language and cognitive Skills to reading comprehension: Testing the direct and indirect effects model of reading (DIER). Journal of Educational Psychology, 112 (4), 667-684.

J85. Kim, Y.-S. G., Guo, Q., Liu, Y., Peng, Y., & Yang, L. (2020). Pathways in which compounding morphological awareness is related to reading comprehension: Evidence from Chinese children. Reading Research Quarterly, 55 (2), 193-212. DOI:10.1002/rrq.262

J84. Kim, Y.-S. G., Lee*, H. S., & Zuilkowski, S. S. (2020). Impact of multicomponent literacy interventions in low- and middle-income countries: A meta-analysis. Child Development, 91, 638-660. doi: 10.1111/cdev.13204

J83. Tate*, T., Warschauer, M., & Kim, Y.-S. G. (2019). Learning to compose digitally:
The effect of prior computer use and keyboard activity on NAEP writing. Reading and Writing: An Interdisciplinary Journal, 32 (8), 2059-2082. doi: 10.1007/s11145-019-09940-z

J82. Kim, Y.-S. G., & Piper, B. (2019). Component skills of reading and their structural relations: Evidence from three sub-Saharan African languages with transparent orthographies. Journal of Research in Reading, 42, 326-348. doi: 10.1111/1467-9817.12271

J81. Kim, Y.-S. G., & Park, S. (2019). 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, 32 (5), 1319-1343.

J80. Kim, Y.-S. G., & Piper, B. (2019). Cross-language transfer of reading skills: An empirical investigation of bidirectionality and the influence of instructional environments. Reading and Writing: An Interdisciplinary Journal, 32, 839-871.

J79. Kim, Y.-S. G., Petscher, Y., & Vorstius, C. (2019). Unpacking eye movements during oral and silent reading and their relations to reading proficiency in beginning readers. Contemporary Educational Psychology, 58, 102-120.

J78. 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. PMCID: PMC5625629

J77. 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

J76. 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

J75. 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

J.74. 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

J73. 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 NIHMSID: NIHMS957072

J72. 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

J71. 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 NIHMSID: NIHMS828746

J70. 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 PMCID: PMC5739064

J69. 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

J68. 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

J67. 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 PMCID: PMC5625629

J66. 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 PMCID: PMC5653319

J65. 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

J64. 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

J63. 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 PMCID: PMC5330285

J62. 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. doi:10.1097/TLD.0000000000000103

J61. 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

J60. Kim, Y.-S. G., Petscher, Y., & Park, Y. (2016). Examining word factors and child factors for acquisition of conditional sound-spelling consistencies: A longitudinal study. Scientific Studies of Reading, 20, 265-282. doi:10.1080/10888438.2016.1162794

J59. 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. doi:10.1037/edu0000078

J58. 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

J57. 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

J56. 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

J55. 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

J54. 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.

J53. 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

J52. 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.

J51. 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 PMCID: PMC4384883

J50. 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

J49. 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

J48. 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

J47. 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 PMCID: PMC4308812

J46. 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

J45. 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 PMCID: PMC3972623

J44. 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 PMCID: PMC4133358

J43. Kim, Y.-S., & Phillips, B. (2014). Cognitive correlates of listening comprehension. Reading Research Quarterly, 49, 269-281. doi:10.1002/rrq.74

J42. 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

J41. 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 PMCID: PMC4207218

J40. 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.

J39. 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

J38. 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 PMCID: PMC4073102

J37. 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

J36. 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

J35. 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.

J34. 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

J33. 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

J32. 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) PMCID: PMC3852899

J31. 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 PMCID: PMC3778931

J30. 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

J29. 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

J28. 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

J27. 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

J26. 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 PMCID: PMC3836363

J25. 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
5-year impact factor = 1.828.

J24. 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

J23. 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

J22. 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. doi10.1016/j.ecresq.2011.03.002 PMCID: PMC3172137

J21. 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

J20. 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

J19. 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

J18. 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

J17. 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

J16. 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

J15. 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

J14. 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 PMCID: PMC4314721

J13. 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

J12. 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

J11. Kim, Y.-S. (2010). Componential skills in early spelling development in Korean. Scientific Studies of Reading, 14, 137-158. doi:10.1080/10888430903034812

J10. 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

J9. 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

J8. 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

J7. 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

J6. 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. doi10.1007/s11145-007-9103-9

J5. 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

J4. 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. doi:10.1177/0022219407311325

J3. 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

J2. 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

J1. 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. doi:10.1007/s11881-006-0003-5

Book Chapters
BC11. Kim, Y.-S. G. (2022). A tale of two closely related skills: Word reading and spelling development and instruction. In Z. A. Philippakos & S. Graham (Eds.), Reading and writing connections. Guilford Press.

BC10. Kim, Y.-S. G. (2020). Interactive dynamic literacy model: An integrative theoretical framework for reading and writing relations. In R. Alves, T. Limpo, & M. Joshi (Eds.), Reading-writing connections: Towards integrative literacy science (pp. 11-34). Netherlands: Springer.

BC9. Connor, C. M., Kim, Y.-S. G., & Yang*, D. (2020). Personalizing literacy instruction for diverse learners and children with severe literacy difficulties. Washington, J., Compton, D., & McCardle, P. (Eds.), Dyslexia 101: Revisiting Etiology, Diagnosis, Treatment, and Policy. Brooks Publishing.

BC8. Kim, Y.-S. G., & Yun, J. (2019). Language learning and teaching for young children: Promoting interactive talk in the classroom. In V. Grøver, P. Uccelli, M. Rowe, & E. Lieven (Eds.), Learning through language: Towards an educationally informed theory of language learning. Cambridge University Press.

BC7. Kim, Y.-S. G., & Pilcher, H. (2016). What is listening comprehension and what does it take to improve listening comprehension? In R. Schiff & M. Joshi (Eds.), Handbook of interventions in learning disabilities (pp. 159-174). New York: Springer.

BC6. Ritchey, K. D., McMaster, K. L., Al Otaiba, S., Puranik, C. S., Kim, Y.-S. G., Parker, D. C., & Ortiz, M. (2015). Indicators of fluency writing in beginning writers. In K. Cummings & Y. Petscher (Eds.), The fluency construct: Curriculum-based measurement concepts and applications (pp. 21-66). New York: Springer.

BC5. Cho, J.-R., Lee, K.-O., Park, H.-W., Park, S.-G., & Kim, Y.-S. (2013). Convergence Research: Theory and Practice. [In Korean]

BC4. Ahmed, Y., Kim, Y.-S., & Wagner, R. (2013). Why should we care about literacy models: Models of reading and writing and who they elucidate the connection between reading and writing. B. Miller, P. McCardle, & R. Long (Eds.), Integrating Reading and WRITING Instruction in the Classroom. Baltimore, MD: Paul H. Brookes Publishing Co.

BC3. Puranik, C. S., Wagner, R. K., Kim, Y.-S., & Lopez, D. (2012). Assessing elementary students’ transcription and text generation during written translation: A multivariate approach. In Fayol, M., Alamargot, D., & Berninger, V. (Eds.), Translation of thought to written text while composing: Advancing theory, knowledge, methods, and applications. New York: Psychology Press.

BC2. Kim, Y.–S., & Snow, C. E. (2009). Text modification: Enhancing ELLs’ reading comprehension. In E. H. Hiebert (Ed.), Finding the Right Texts for Beginning and Struggling Readers: Research-Based Solutions (pp. 129-148). New York: Guildford Press.

BC1. Snow, C. E., & Kim, Y.–S. (2007). Large problem spaces: The challenge of vocabulary for English language learners. In R. K. Wagner, A. Muse, & K. Tannenbaum, (Eds.), Vocabulary acquisition and its implications for reading comprehension (pp. 123-139). New York: Guilford Press.

Practitioner Papers (not peer reviewed), Reports or White Papers

R13. Kim, Y.–S. G. (2022). What’s spelling got to do with it? Do not forget spelling for quality reading instruction. Literacy Today, 393(1) (January/February/March), 30-32.

R12. Kim, Y.–S. G. (2022). Empowering students with reading difficulties. Literacy Today, 393(1) (January/February/March), 2.

R11. Al Otaiba, S., & Kim, Y.–S. G. (2022). Early reading instruction using a Response to Instruction framework. Literacy Today, 393(1) (January/February/March), 18-20.

R10. Kim, Y.–S. G., & Davison, M. (2019). Promoting successful literacy acquisition through
structured pedagogy. Washington, D.C.: United States Agency for International Development (USAID).

R9. Kim, Y.–S. G., & Davison, M. (2019). Assessment to inform instruction: Formative
assessment. Washington, D.C.: United States Agency for International Development (USAID).

R8. Kim, Y.–S. G., Boyle, H., Zuilkowski, S., & Nakamura, P. (2016). The Landscape Report on Early Grade Literacy Skills. Washington, D.C.: United States Agency for International Development (USAID). Report available at

R7. Kim, Y.–S. (2016). Language as an entry point for improving literacy skills. AERA Knowledge
Forum. Research Fact Sheet. Available at

R6. Kim, Y.–S. (2007). Foundations of early literacy acquisition in Korean: Investigating development of phonological awareness, and the role of phonological awareness and letter-name knowledge in literacy acquisition. Unpublished dissertation. Harvard Graduate School of Education.

R5. Koretz, D., & Kim, Y.–S. (2007). Changes in the Black-White performance test score gap in the elementary school grades. National Center for Research on Evaluation, Standards, and Student Testing (CRESST), Center for the Study of Evaluation (CSE). CSE Technical Report, UCLA. Available at

R4. Jukes, M., Vagh, S., B. Kim, Y.–S. (2006). Development of assessments of reading ability and classroom behavior. A report prepared for the World Bank.

R3. Kim, Y.–S. (2005). Onset–rime or body-coda? Phonological awareness and its role in literacy development in Korean. Unpublished Qualifying Paper, Harvard Graduate School of Education.

R2. Kim, Y.–S. (2005). Relationships between home literacy practices and readings skills for language minority and non–language minority children at kindergarten entry and in grade three. National Center for Research on Evaluation, Standards, and Student Testing (CRESST), Center for the Study of Evaluation (CSE). CSE Technical Report, UCLA.

R1. Snow, C. E. & Kim, Y.–S. (2003). Syntactic and discourse structures: What should 4th and 5th graders know and be able to do? Briefing paper prepared for the New Standards Committee on 4th and 5th grade literacy, National Center on Education and the Economy and the University of Pittsburgh.


B3. Kim, Y.–S. G. (2017). Systematic and Evidence-based Literacy Instruction. Seoul, South Korea: Hakjisa [in Korean]

B2. Piper, B., Dryden-Peterson, S., & Kim, Y.–S. (Eds.) (2006). International education for the
millennium: Toward access, equity, and quality. Harvard Education Publishing Group: MA.

B1. Kim, Y.–S. (2002). Speak Korean: An interactive approach. South Korea: Young-Jin

Measurement Instruments/Standardized Assessment Battery

MI2. Kim, Y.–S. G., Cho, J.-R., & Park, S.-G. (2021). The Korean Test of Language and Literacy Skills (K-TOLLS). Korea Guidance: Seoul, Korea.

MI1. Cho, J.-R., Kim, Y.–S. G., & Park, S.-G. (2017). The Korean Test of Literacy Diagnosis (K-
TOLD). Seoul, Korea: Korea Guidance.
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)
Developing Theory- and Evidence-based Children’s Oral Language Intervention – Integrated Multi-component Oral Development for Language and Literacy (iMODEL) (Institute of Education Sciences, US Department of Education)
Professional Societies
Scientific Studies of Reading
Society for Research in Child Development
American Educational Research Association
Graduate Programs
Research Centers
Language, Literacy, & Learning (L3)
Center for Creating Opportunities through Education
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