Young-Suk Grace Kim

• Artículos de revistas (8)
• Colaboraciones en obras colectivas (1)

• Artículos de revistas

  • Writing fluency: Its relations with language, cognitive, and transcription skills, and writing quality using longitudinal data from kindergarten to grade 2

    Young-Suk Grace Kim

    Journal of educational psychology, ISSN-e 1939-2176, ISSN 0022-0663, Vol. 116, Nº. 4, 2024, págs. 590-607

    • Resumen
    

  • Expanding the Direct and Indirect Effects Model of Writing (DIEW): Reading–writing relations, and dynamic relations as a function of measurement/dimensions of written composition.

    Young-Suk Grace Kim, Steve Graham

    Journal of educational psychology, ISSN-e 1939-2176, ISSN 0022-0663, Vol. 114, Nº. 2, 2022, págs. 215-238

    • Resumen
    

  • Crosslinguistic transfer of higher order cognitive skills and their roles in writing for English-Spanish dual language learners

    Young-Suk Grace Kim, Alissa Wolters, Janeth María Mercado Espinosa, Jamie M. Quinn

    Journal of educational psychology, ISSN-e 1939-2176, ISSN 0022-0663, Vol. 114, Nº. 1, 2022, págs. 1-15

    • Resumen
    

  • Reading prosody unpacked: A longitudinal investigation of its dimensionality and relation with word reading and listening comprehension for children in primary grades

    Young-Suk Grace Kim, Jamie M. Quinn, Yaacov Petscher

    Journal of educational psychology, ISSN-e 1939-2176, ISSN 0022-0663, Vol. 113, Nº. 3, 2021, págs. 423-445

    • Resumen
    

  • Academic language and listening comprehension—Two sides of the same coin? An empirical examination of their dimensionality, relations to reading comprehension, and assessment modality

    Young-Suk Grace Kim, Yaacov Petscher, Paola Uccelli, Benjamin Kelcey

    Journal of educational psychology, ISSN-e 1939-2176, ISSN 0022-0663, Vol. 112, Nº. 7, 2020, págs. 1367-1387

    • Resumen
    

  • Hierarchical and dynamic relations of language and cognitive skills to reading comprehension: Testing the direct and indirect effects model of reading (DIER)

    Young-Suk Grace Kim

    Journal of educational psychology, ISSN-e 1939-2176, ISSN 0022-0663, Vol. 112, Nº. 4, 2020, págs. 667-684

    • Resumen
    

  • Expanding the developmental models of writing: a direct and indirect effects model of developmental writing (DIEW).

    Young-Suk Grace Kim, Christopher Schatschneider

    Journal of educational psychology, ISSN-e 1939-2176, ISSN 0022-0663, Vol. 109, Nº. 1, 2017, págs. 35-50

    • Resumen
    

  • Prosodic sensitivity and reading: An investigation of pathways of relations using a latent variable approach

    Young-Suk Grace Kim, Yaacov Petscher

    Journal of educational psychology, ISSN-e 1939-2176, ISSN 0022-0663, Vol. 108, Nº. 5, 2016, págs. 630-645

    • Resumen
    

• Colaboraciones en obras colectivas

  • Interactive dynamic literacy model: an integrative theoretical framework for reading-writing relations

    Young-Suk Grace Kim

    Reading-writing connections towards integrative literacy science / Rui Alexandre Alves (ed. lit.), Teresa Limpo (ed. lit.), R. Malatesha Joshi (ed. lit.), 2020, ISBN 9783030388102, págs. 11-34

    

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