Young-Suk Kim
Young-Suk Kim
Verified email at uci.edu
Title
Cited by
Cited by
Year
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
2512006
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
2292010
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
2092011
Large problem spaces: The challenge of vocabulary for English language learners.
CE Snow, YS Kim
Guilford Press, 2007
1982007
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
1942011
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
1722012
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 (3), 261-276, 2009
1672009
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
1462011
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
1312011
The varieties of pathways to dysfluent reading: Comparing subtypes of children with dyslexia at letter, word and connected text levels of reading
T Katzir, YS Kim, M Wolf, R Morris
Journal of Learning Disabilities 41, 47-66, 2008
1262008
Language and cognitive predictors of text comprehension: Evidence from multivariate analysis
YS Kim
CHILD DEVELOPMENT 86, 128-144, 2015
1252015
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
1222016
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
1202010
Cognitive correlates of listening comprehension
YS Kim, B Phillips
Reading Research Quarterly 49 (3), 269-281, 2014
1082014
The relationship between home literacy practices and developmental trajectories of emergent literacy and conventional literacy skills for Korean children
YS Kim
Reading and Writing: An Interdisciplinary Journal 22, 57-85, 2009
1072009
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
103*2017
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
1032015
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
1032015
Phonological awareness and literacy skills in Korean: an examination of the unique role of body–coda units
YS Kim
Applied Psycholinguistics 28, 67–93, 2007
952007
The relationship of spelling recognition, RAN, and phonological awareness to reading skills in older poor readers and younger reading-matched controls
T Katzir, YS Kim, M Wolf, B Kennedy, M Lovett, R Morris
Reading and Writing 19 (8), 845-872, 2006
882006
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Articles 1–20