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Young-Suk Kim
Young-Suk Kim
University of California at Irvine
Zweryfikowany adres z uci.edu
Tytuł
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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)
YSG Kim
Scientific Studies of Reading 21, 310-333, 2017
445*2017
Reading Fluency: The Whole Is More than the Parts
T Katzir, YS Kim, Wolf, Maryanne, B O’Brien
Annals of Dyslexia 56, 51-82, 2006
3502006
Does growth rate in oral reading fluency matter in predicting reading comprehension achievement?
YS Kim, Y Petscher, C Schatschneider, B Foorman
Journal of Educational Psychology 102, 652-667, 2010
3412010
Direct and mediated effects of language and cognitive skills on comprehension of oral narrative texts (listening comprehension) for children
YSG Kim
Journal of experimental child psychology 141, 101-120, 2016
3312016
Relations among oral reading fluency, silent reading fluency, and reading comprehension: A latent variable study of first-grade readers
YS Kim, R Wagner, E Foster
Scientific Studies of Reading 15, 338-362, 2011
3302011
Contributions of emergent literacy skills to name writing, letter writing, and spelling in preschool children
C Puranik, C Lonigan, YS Kim
Early Childhood Research Quarterly 26, 465-474, 2011
3212011
Expanding the developmental models of writing: A direct and indirect effects model of developmental writing (DIEW).
YSG Kim, C Schatschneider
Journal of educational psychology 109 (1), 35, 2017
2712017
The role of reading self-concept and home literacy practices in fourth grade reading comprehension
T Katzir, NK Lesaux, YS Kim
Reading and Writing 22, 261-276, 2009
2712009
Language and cognitive predictors of text comprehension: Evidence from multivariate analysis
YS Kim
CHILD DEVELOPMENT 86, 128-144, 2015
2702015
Developmental relations between reading fluency and reading comprehension: a longitudinal study from Grade 1 to Grade 2
YS Kim, R Wagner, D Lopez
Journal of Experimental Child Psychology 113, 93-111, 2012
2632012
Componential skills of beginning writing: An exploratory study
YS Kim, S Al Otaiba, C Puranik, JF Sidler, L Gruelich, R Wagner
Learning and Individual Differences 21, 517-525, 2011
2602011
Large problem spaces: The challenge of vocabulary for English language learners.
CE Snow, YS Kim
The Guilford Press, 2007
2592007
Text (oral) reading fluency as a construct in reading development: An investigation of its mediating role for children from grades 1 to 4
YSG Kim, RK Wagner
Scientific studies of reading 19 (3), 224-242, 2015
2472015
Developmental, component‐based model of reading fluency: An investigation of predictors of word‐reading fluency, text‐reading fluency, and reading comprehension
YSG Kim
Reading research quarterly 50 (4), 459-481, 2015
2412015
Writing fluency and quality in kindergarten and first grade: The role of attention, reading, transcription, and oral language
S Kent, J Wanzek, Y Petscher, S Al Otaiba, YS Kim
Reading and writing 27, 1163-1188, 2014
2222014
Cognitive correlates of listening comprehension
YS Kim, B Phillips
Reading Research Quarterly 49 (3), 269-281, 2014
2172014
Hierarchical and dynamic relations of language and cognitive Skills to reading comprehension: Testing the direct and indirect effects model of reading (DIER).
YS Kim
Journal of Educational Psychology 112 (4), 667-684, 2020
2152020
The utility and accuracy of oral reading fluency score types in predicting reading comprehension
Y Petscher, YS Kim
Journal of School Psychology 39, 107-129, 2011
1892011
Toward an understanding of dimensions, predictors, and the gender gap in written composition.
YS Kim, S Al Otaiba, J Wanzek, B Gatlin
Journal of educational psychology 107 (1), 79, 2015
1832015
The contributions of phonological awareness and letter-name knowledge to letter sound acquisition - A cross-classified multilevel model approach
YS Kim, Y Petscher, B Foorman, C Zhou
Journal of Educational Psychology 102, 313-326, 2010
1742010
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