Young-Suk Kim

Ed.D., Harvard University

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Young-Suk Kim's Bio

Dr. Kim 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. Before joining the faculty at UC Irvine she had a joint appointment at the College of Education and the Florida Center for Reading Research at Florida State University.

Professor Kim’s primary research areas include development and struggles in language, cognition, reading, and writing acquisition across languages and writing systems as well as effective instructional approaches to promote development in these areas. Her studies have involved students learning different languages and writing systems, multilingual learners, children with reading and writing difficulties, and children from various socio-economic and cultural environments.

Dr. Kim’s work has been supported by the Institute of Education Science, U. S. Department of Education, the National Institute of Child Health and Human Development, National Science Foundation, United States Agency for International Development (USAID), and the National Research Foundation of Korea.

Dr. Kim received several awards, including the Presidential Early Career Award for Scientists and Engineers (PECASE) by President Barack Obama; and the Developing Scholar Award and University Teaching Award at Florida State University. She currently serves as an associate editor for Journal of Educational Psychology, and editorial board for several journals including Reading Research Quarterly, Reading and Writing, Journal of School Psychology, School Psychology Review, and Educational Researcher.

Peer-refereed Journal Articles

Kim, Y.-S. G., Petscher, Y., Wanzek, J., & Al Otaiba, S. (in press). Relations between reading and writing: A longitudinal examination from Grades 3 to 6. 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.

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.

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.

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.

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.

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.

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.

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.

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.

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

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.

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. < a href="" target="_blank">

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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. 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.

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.

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.

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

Kim, Y.-S., Al Otaiba, S., & Wanzek, J. (2015). Kindergarten predictors of third grade writing. Learning and Individual Differences, 37, 27-37.

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.

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.

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.

Kim, Y.-S., & Phillips, B. (2014). Cognitive correlates of listening comprehension. Reading Research Quarterly, 49, 269-281.

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.

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.

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.

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.

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.

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. 10.1007/s11145-013-9434-7

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.

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.

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.

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.

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

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.

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.

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.

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.

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.

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.

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

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.

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.

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.

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.

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

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.

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.

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

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.

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.

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.

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

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.

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.

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

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.

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.

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.

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.

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.

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.

Book Chapters

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.

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.

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.

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.

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.

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.


Kim, Y.–S. G. (2017). Systematic and Evidence-based Literacy Instruction. 찬찬히 체계적으로 배우는 읽기 & 쓰기 교육 Seoul, South Korea: Hakjisa [in Korean] This book covers language and literacy acquisition and instruction for children in prekindergarten to elementary grades, based on empirical research across languages. Target audience includes undergraduate and graduate students as well as teachers and parents. A total of 254 pages.

Cho, J.-R., Kim, Y.–S. G., & Park, S.-G. (2017). Language and reading assessments in Korean-I. Korea Guidance. [in Korean] This is a standardized and normed assessment on children’s emergent literacy skills (e.g., phonological awareness, morphological awareness, RAN), word reading, and spelling.

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.

Reports & White Paper

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; Webinar available at

This report for USAID (United States Agency for International Development) is a comprehensive, systematic survey and review of early literacy acquisition and instruction for children in developing countries. The topics include key areas and skills to promote early grade literacy skills (oral language, reading, and writing), key factors and actors responsible for this (e.g., language of instruction, learning in multilingual contexts; teacher knowledge, education, and parental and community engagements), and long-run considerations (e.g., costs, financing, scaling up, and sustainability).

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

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

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.

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