| Year |
Citation |
Score |
| 2023 |
Kim YG. Executive Functions and Morphological Awareness Explain the Shared Variance Between Word Reading and Listening Comprehension. Scientific Studies of Reading : the Official Journal of the Society For the Scientific Study of Reading. 27: 451-474. PMID 37600965 DOI: 10.1080/10888438.2023.2195112 |
0.405 |
|
| 2023 |
Kim YG. Oral discourse skills: Dimensionality of comprehension and retell of narrative and expository texts, and the relations of language and cognitive skills to identified dimensions. Child Development. PMID 37185974 DOI: 10.1111/cdev.13935 |
0.323 |
|
| 2023 |
Cho M, Kim YG. Do Second Graders Adjust Their Language by Discourse Context? Language, Speech, and Hearing Services in Schools. 1-15. PMID 36763850 DOI: 10.1044/2022_LSHSS-22-00100 |
0.373 |
|
| 2022 |
Kim YG. Co-Occurrence of Reading and Writing Difficulties: The Application of the Interactive Dynamic Literacy Model. Journal of Learning Disabilities. 222194211060868. PMID 35001719 DOI: 10.1177/00222194211060868 |
0.376 |
|
| 2021 |
Kim YG, Wolters A, Mercado J, Quinn J, Kim YG. Crosslinguistic Transfer of Higher Order Cognitive Skills and Their Roles in Writing for English-Spanish Dual Language Learners. Journal of Educational Psychology. 114: 1-15. PMID 35177867 DOI: 10.1037/edu0000516 |
0.339 |
|
| 2021 |
Kim YG, Petscher Y, Treiman R, Kelcey B. Letter Features as Predictors of Letter-Name Acquisition in Four Languages with Three Scripts. Scientific Studies of Reading : the Official Journal of the Society For the Scientific Study of Reading. 25: 453-469. PMID 35002210 DOI: 10.1080/10888438.2020.1830406 |
0.338 |
|
| 2021 |
Xu Y, Aubele J, Vigil V, Bustamante AS, Kim YS, Warschauer M. Dialogue with a conversational agent promotes children's story comprehension via enhancing engagement. Child Development. PMID 34748214 DOI: 10.1111/cdev.13708 |
0.335 |
|
| 2021 |
Kim YG. Inferencing Skill and Attentional Control Account for the Connection Between Reading Comprehension and Mathematics. Frontiers in Psychology. 12: 709944. PMID 34690867 DOI: 10.3389/fpsyg.2021.709944 |
0.324 |
|
| 2021 |
Kim YG, Quinn JM, Petscher Y. What is text reading fluency and is it a predictor or an outcome of reading comprehension? A longitudinal investigation. Developmental Psychology. 57: 718-732. PMID 34166017 DOI: 10.1037/dev0001167 |
0.429 |
|
| 2021 |
Werfel KL, Al Otaiba S, Kim YS, Wanzek J. Linguistic Predictors of Single-Word Spelling in First Grade Students with Speech and/or Language Impairments. Remedial and Special Education : Rase. 42: 118-128. PMID 34012219 DOI: 10.1177/0741932520918858 |
0.454 |
|
| 2021 |
Cao Y, Kim YG. Is Retell a Valid Measure of Reading Comprehension? Educational Research Review. 32. PMID 33456495 DOI: 10.1016/j.edurev.2020.100375 |
0.369 |
|
| 2020 |
Wolters A, Kim YG, Szura JW. Is reading prosody related to reading comprehension? A meta-analysis. Scientific Studies of Reading : the Official Journal of the Society For the Scientific Study of Reading. 26: 1-20. PMID 35283618 DOI: 10.1080/10888438.2020.1850733 |
0.398 |
|
| 2020 |
Kim YG, Petscher Y. Influences of individual, text, and assessment factors on text/discourse comprehension in oral language (listening comprehension). Annals of Dyslexia. PMID 33185848 DOI: 10.1007/s11881-020-00208-8 |
0.418 |
|
| 2020 |
Kim YG. Toward Integrative Reading Science: The Direct and Indirect Effects Model of Reading. Journal of Learning Disabilities. 22219420908239. PMID 32125226 DOI: 10.1177/0022219420908239 |
0.374 |
|
| 2020 |
Werfel KL, Otaiba SA, Kim Y, Wanzek J. Linguistic Predictors of Single-Word Spelling in First-Grade Students With Speech and/or Language Impairments: Remedial and Special Education. 74193252091885. DOI: 10.1177/0741932520918858 |
0.484 |
|
| 2019 |
Kim YG. Structural relations of language and cognitive skills, and topic knowledge to written composition: A test of the direct and indirect effects model of writing. The British Journal of Educational Psychology. PMID 31814114 DOI: 10.1111/bjep.12330 |
0.336 |
|
| 2019 |
Kim YG, Lee H, Zuilkowski SS. Impact of Literacy Interventions on Reading Skills in Low- and Middle-Income Countries: A Meta-Analysis. Child Development. PMID 30657166 DOI: 10.1111/cdev.13204 |
0.323 |
|
| 2018 |
Connor CM, Phillips BM, Kim YG, Lonigan CJ, Kaschak MP, Crowe E, Dombek J, Otaiba SA. 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 : the Official Journal of the Society For the Scientific Study of Reading. 22: 462-484. PMID 30930619 DOI: 10.1080/10888438.2018.1481409 |
0.4 |
|
| 2018 |
Kim YG, Petscher Y, Wanzek J, Al Otaiba S. Relations between Reading and Writing: A Longitudinal Examination from Grades 3 to 6. Reading and Writing. 31: 1591-1618. PMID 30174374 DOI: 10.1007/S11145-018-9855-4 |
0.414 |
|
| 2018 |
Kim YG, Vorstius C, Radach R. Does Online Comprehension Monitoring Make a Unique Contribution to Reading Comprehension in Beginning Readers? Evidence from Eye Movements. Scientific Studies of Reading : the Official Journal of the Society For the Scientific Study of Reading. 22: 367-383. PMID 30078981 DOI: 10.1080/10888438.2018.1457680 |
0.411 |
|
| 2018 |
Katzir T, Kim YG, Dotan S. 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. 9: 1180. PMID 30050483 DOI: 10.3389/Fpsyg.2018.01180 |
0.367 |
|
| 2017 |
Kim YG, Cho JR, Park SG. Unpacking Direct and Indirect Relationships of Short-Term Memory to Word Reading: Evidence From Korean-Speaking Children. Journal of Learning Disabilities. 22219417724817. PMID 28799454 DOI: 10.1177/0022219417724817 |
0.426 |
|
| 2017 |
Kim YG, Gatlin B, Al Otaiba S, Wanzek J. Theorization and an Empirical Investigation of the Component-Based and Developmental Text Writing Fluency Construct. Journal of Learning Disabilities. 22219417712016. PMID 28597728 DOI: 10.1177/0022219417712016 |
0.42 |
|
| 2017 |
Coker DL, Kim YG. 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. 22219417708168. PMID 28498735 DOI: 10.1177/0022219417708168 |
0.486 |
|
| 2017 |
Kim YG, Schatschneider C. Expanding the developmental models of writing: A direct and indirect effects model of developmental writing (DIEW). Journal of Educational Psychology. 109: 35-50. PMID 28260812 DOI: 10.1037/Edu0000129 |
0.356 |
|
| 2016 |
Kim YS. Direct and mediated effects of language and cognitive skills on comprehension of oral narrative texts (listening comprehension) for children. Journal of Experimental Child Psychology. 141: 101-20. PMID 26342474 DOI: 10.1016/j.jecp.2015.08.003 |
0.378 |
|
| 2016 |
Barnes AE, Kim YS. Low-skilled adult readers look like typically developing child readers: a comparison of reading skills and eye movement behavior Reading and Writing. 1-26. DOI: 10.1007/S11145-016-9657-5 |
0.514 |
|
| 2015 |
Barnes AE, Kim YS, Tighe EL, Vorstius C. Readers in Adult Basic Education: Component Skills, Eye Movements, and Fluency. Journal of Learning Disabilities. PMID 26506842 DOI: 10.1177/0022219415609187 |
0.422 |
|
| 2015 |
Kim YG. Developmental, Component-Based Model of Reading Fluency: An Investigation of Predictors of Word-Reading Fluency, Text-Reading Fluency, and Reading Comprehension. Reading Research Quarterly. 50: 459-481. PMID 26435550 DOI: 10.1002/rrq.107 |
0.454 |
|
| 2015 |
Kim YS, Puranik C, Otaiba SA. Developmental trajectories of writing skills in first grade: Examining the effects of SES and language and/or speech impairments. The Elementary School Journal. 115: 593-613. PMID 26146410 DOI: 10.1086/681971 |
0.499 |
|
| 2015 |
Kim YS, Al Otaiba S, Wanzek J, Gatlin B. Towards an understanding of dimensions, predictors, and gender gap in written composition. Journal of Educational Psychology. 107: 79-95. PMID 25937667 DOI: 10.1037/A0037210 |
0.458 |
|
| 2015 |
Kim YS, Wagner RK. 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 : the Official Journal of the Society For the Scientific Study of Reading. 19: 224-242. PMID 25848201 DOI: 10.1080/10888438.2015.1007375 |
0.455 |
|
| 2015 |
Kim YS, Al Otaiba S, Wanzek J. Kindergarten Predictors of Third Grade Writing. Learning and Individual Differences. 37: 27-37. PMID 25642118 DOI: 10.1016/J.Lindif.2014.11.009 |
0.539 |
|
| 2015 |
Kim YS. Language and cognitive predictors of text comprehension: evidence from multivariate analysis. Child Development. 86: 128-44. PMID 25174258 DOI: 10.1111/Cdev.12293 |
0.476 |
|
| 2015 |
Cho J, Park S, Kim Y. Language and Reading comprehension and cognitive skills among urban and rural children in Korea: A 1-year longitudinal study Education 3-13. 194-197. DOI: 10.14257/Astl.2015.92.39 |
0.501 |
|
| 2014 |
Connor CM, Phillips BM, Kaschak M, Apel K, Kim YS, Al Otaiba S, Crowe EC, Thomas-Tate S, Johnson LC, Lonigan CJ. Comprehension Tools for Teachers: Reading for Understanding from Prekindergarten through Fourth Grade. Educational Psychology Review. 26: 379-401. PMID 26500420 DOI: 10.1007/S10648-014-9267-1 |
0.383 |
|
| 2014 |
Kim YS, Park CH, Wagner RK. Is Oral/Text Reading Fluency a "Bridge" to Reading Comprehension? Reading and Writing. 27: 79-99. PMID 25653474 DOI: 10.1007/s11145-013-9434-7 |
0.452 |
|
| 2014 |
Otaiba SA, Kim YS, Wanzek J, Petscher Y, Wagner RK. Long Term Effects of First Grade Multi-Tier Intervention. Journal of Research On Educational Effectiveness. 7: 250-267. PMID 25346781 DOI: 10.1080/19345747.2014.906692 |
0.347 |
|
| 2014 |
Kent S, Wanzek J, Petscher Y, Al Otaiba S, Kim YS. Writing fluency and quality in kindergarten and first grade: The role of attention, reading, transcription, and oral language. Reading and Writing. 27: 1163-1188. PMID 25132722 DOI: 10.1007/S11145-013-9480-1 |
0.475 |
|
| 2014 |
Kim YS, Al Otaiba S, Puranik C, Folsom JS, Gruelich L. The contributions of vocabulary and letter writing automaticity to word reading and spelling for kindergartners. Reading and Writing. 27: 237-253. PMID 24982590 DOI: 10.1007/S11145-013-9440-9 |
0.489 |
|
| 2014 |
Kim YS, Al Otaiba S, Folsom JS, Greulich L, Puranik C. Evaluating the dimensionality of first-grade written composition. Journal of Speech, Language, and Hearing Research : Jslhr. 57: 199-211. PMID 24687472 DOI: 10.1044/1092-4388(2013/12-0152) |
0.361 |
|
| 2014 |
Koo J, Becker BJ, Kim YS. 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 |
0.459 |
|
| 2014 |
Barnes AE, Kim YS, Phillips BM. The relations of proper character introduction to narrative quality and listening comprehension for young children from high poverty schools Reading and Writing. 27: 1189-1205. DOI: 10.1007/S11145-013-9481-0 |
0.516 |
|
| 2013 |
Kim YS, Otaiba SA, Sidler JF, Gruelich L. Language, literacy, attentional behaviors, and instructional quality predictors of written composition for first graders. Early Childhood Research Quarterly. 28: 461-469. PMID 24062600 DOI: 10.1016/J.Ecresq.2013.01.001 |
0.465 |
|
| 2013 |
Kim YS, Apel K, Al Otaiba S. The relation of linguistic awareness and vocabulary to word reading and spelling for first-grade students participating in response to intervention. Language, Speech, and Hearing Services in Schools. 44: 337-47. PMID 23833281 DOI: 10.1044/0161-1461(2013/12-0013) |
0.499 |
|
| 2013 |
Pallante DH, Kim YS. The effect of a multicomponent literacy instruction model on literacy growth for kindergartners and first-grade students in Chile. International Journal of Psychology : Journal International De Psychologie. 48: 747-61. PMID 22978278 DOI: 10.1080/00207594.2012.719628 |
0.524 |
|
| 2013 |
Kim Y, Park CH, Park Y. Is academic language use a separate dimension in beginning writing? Evidence from Korean☆ Learning and Individual Differences. 27: 8-15. DOI: 10.1016/J.Lindif.2013.06.002 |
0.489 |
|
| 2013 |
Kim YS, Petscher Y. 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 |
0.517 |
|
| 2013 |
Kim YS, Petscher Y, Foorman B. 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. 1-20. DOI: 10.1007/S11145-013-9455-2 |
0.459 |
|
| 2013 |
Kim YS, Petscher Y. Language general and specific factors in letter acquisition: Considering child and letter characteristics in Korean Reading and Writing. 26: 263-292. DOI: 10.1007/S11145-012-9367-6 |
0.443 |
|
| 2012 |
Kim YS, Wagner RK, Lopez D. 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. PMID 22726256 DOI: 10.1016/J.Jecp.2012.03.002 |
0.526 |
|
| 2012 |
Katzir T, Schiff R, Kim YS. 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 |
0.547 |
|
| 2012 |
Kim Y. 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 |
0.521 |
|
| 2012 |
Kim YS, Radach R, Vorstius C. Eye movements and parafoveal processing during reading in Korean Reading and Writing. 25: 1053-1078. DOI: 10.1007/S11145-011-9349-0 |
0.394 |
|
| 2012 |
Kim Y, Pallante D. Predictors of reading skills for kindergartners and first grade students in Spanish: a longitudinal study Reading and Writing. 25: 1-22. DOI: 10.1007/S11145-010-9244-0 |
0.52 |
|
| 2011 |
Petscher Y, Kim YS. Efficiency of Predicting Risk in Word Reading Using Fewer, Easier Letters. Assessment For Effective Intervention : Official Journal of the Council For Educational Diagnostic Services. 37: 17-25. PMID 26347303 DOI: 10.1177/1534508411407761 |
0.401 |
|
| 2011 |
Petscher Y, Kim YS, Foorman BR. The Importance of Predictive Power in Early Screening Assessments: Implications for Placement in the Response to Intervention Framework. Assessment For Effective Intervention : Official Journal of the Council For Educational Diagnostic Services. 36: 158-166. PMID 26346970 DOI: 10.1177/1534508410396698 |
0.382 |
|
| 2011 |
Kim YS, Al Otaiba S, Puranik C, Folsom JS, Greulich L, Wagner RK. Componential skills of beginning writing: An exploratory study. Learning and Individual Differences. 21: 517-525. PMID 22267897 DOI: 10.1016/J.Lindif.2011.06.004 |
0.524 |
|
| 2011 |
Puranik CS, Lonigan CJ, Kim YS. Contributions of Emergent Literacy Skills to Name Writing, Letter Writing, and Spelling in Preschool Children. Early Childhood Research Quarterly. 26: 465-474. PMID 21927537 DOI: 10.1016/J.Ecresq.2011.03.002 |
0.471 |
|
| 2011 |
Petscher Y, Kim YS. The utility and accuracy of oral reading fluency score types in predicting reading comprehension. Journal of School Psychology. 49: 107-29. PMID 21215838 DOI: 10.1016/J.Jsp.2010.09.004 |
0.458 |
|
| 2011 |
Kim YS, Kang JY, Pan BA. 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 |
0.398 |
|
| 2011 |
Kim Y. Proximal and Distal Predictors of Reading Comprehension: Evidence from Young Korean Readers Scientific Studies of Reading. 15: 167-190. DOI: 10.1080/10888431003653089 |
0.518 |
|
| 2011 |
Kim YS. 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 |
0.534 |
|
| 2011 |
Kim YS, Petscher Y. Relations of emergent literacy skill development with conventional literacy skill development in Korean Reading and Writing. 24: 635-656. DOI: 10.1007/S11145-010-9240-4 |
0.513 |
|
| 2010 |
Kim YS. Componential skills in early spelling development in Korean Scientific Studies of Reading. 14: 137-158. DOI: 10.1080/10888430903034812 |
0.472 |
|
| 2010 |
Kim YS, Petscher Y, Schatschneider C, Foorman B. Does Growth Rate in Oral Reading Fluency Matter in Predicting Reading Comprehension Achievement? Journal of Educational Psychology. 102: 652-667. DOI: 10.1037/A0019643 |
0.503 |
|
| 2010 |
Kim YS, Petscher Y, Foorman BR, Zhou C. 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 |
0.385 |
|
| 2009 |
Kang JY, Kim YS, Pan BA. Five-year-olds' book talk and story retelling: Contributions of mother-child joint bookreading First Language. 29: 243-265. DOI: 10.1177/0142723708101680 |
0.352 |
|
| 2009 |
Kim Y. Crosslinguistic influence on phonological awareness for Korean–English bilingual children Reading and Writing. 22: 843-861. DOI: 10.1007/S11145-008-9132-Z |
0.494 |
|
| 2009 |
Kim YS. 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. 22: 907-931. DOI: 10.1007/S11145-008-9131-0 |
0.458 |
|
| 2009 |
Katzir T, Lesaux NK, Kim YS. The role of reading self-concept and home literacy practices in fourth grade reading comprehension Reading and Writing. 22: 261-276. DOI: 10.1007/S11145-007-9112-8 |
0.492 |
|
| 2009 |
Kim Y. The relationship between home literacy practices and developmental trajectories of emergent literacy and conventional literacy skills for Korean children Reading and Writing. 22: 57-84. DOI: 10.1007/S11145-007-9103-9 |
0.465 |
|
| 2008 |
Katzir T, Kim YS, Wolf M, Morris R, Lovett MW. 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. PMID 18274503 DOI: 10.1177/0022219407311325 |
0.517 |
|
| 2008 |
Kim Y. Cat in the hat or cat in the cap? An investigation of the 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 |
0.367 |
|
| 2007 |
Kim Y. Phonological awareness and literacy skills in Korean: An examination of the unique role of body-coda units Applied Psycholinguistics. 28: 69-94. DOI: 10.1017/S014271640707004X |
0.397 |
|
| 2006 |
Katzir T, Kim Y, Wolf M, O'Brien B, Kennedy B, Lovett M, Morris R. Reading fluency: the whole is more than the parts. Annals of Dyslexia. 56: 51-82. PMID 17849208 DOI: 10.1007/S11881-006-0003-5 |
0.516 |
|
| 2006 |
Katzir T, Kim Y, Wolf M, Kennedy B, Lovett M, Morris R. The relationship of spelling recognition, RAN, and phonological awareness to reading skills in older poor readers and younger reading-matched controls Reading and Writing. 19: 845-872. DOI: 10.1007/S11145-006-9013-2 |
0.527 |
|
| 2005 |
Yeo M, Park HK, Kim DK, Cho SW, Kim YS, Cho SY, Paik YK, Hahm KB. Restoration of heat shock protein70 suppresses gastric mucosal inducible nitric oxide synthase expression induced by Helicobacter pylori. Proteomics. 4: 3335-42. PMID 15378740 DOI: 10.1002/pmic.200400951 |
0.307 |
|
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