World's Best Scientists 2026 revealed!

D-Index & Metrics

Psychology

D-Index
52
Citations
8960
World Ranking
5039
National Ranking
2766

Young-Suk Grace Kim publication distribution in Psychology in 2026

The chart shows the distribution of publications by all Research.com ranked scientists in the field of Psychology in 2026. The highlighted bar marks where Young-Suk Grace Kim sits on this spectrum.

31–40 publications: 6 scientists 41–50 publications: 52 scientists 51–60 publications: 138 scientists 61–70 publications: 299 scientists 71–80 publications: 461 scientists 81–90 publications: 605 scientists 91–100 publications: 713 scientists 101–110 publications: 736 scientists 111–120 publications: 686 scientists 121–130 publications: 670 scientists 131–140 publications: 644 scientists 141–150 publications: 597 scientists 151–160 publications: 576 scientists 161–170 publications: 477 scientists 171–180 publications: 450 scientists 181–190 publications: 397 scientists 191–200 publications: 343 scientists 201–210 publications: 328 scientists 211–220 publications: 313 scientists 221–230 publications: 283 scientists 231–240 publications: 226 scientists 241–250 publications: 196 scientists 251–260 publications: 201 scientists 261–270 publications: 171 scientists 271–280 publications: 151 scientists 281–290 publications: 139 scientists 291–300 publications: 113 scientists 301–310 publications: 102 scientists 311–320 publications: 100 scientists 321–330 publications: 76 scientists 331–340 publications: 92 scientists 341–350 publications: 85 scientists 351–360 publications: 69 scientists 361–370 publications: 71 scientists 371–380 publications: 63 scientists 381–390 publications: 58 scientists 391–400 publications: 57 scientists 401–410 publications: 43 scientists 411–420 publications: 33 scientists 421–430 publications: 50 scientists 431–440 publications: 41 scientists 441–450 publications: 32 scientists 451–460 publications: 27 scientists 461–470 publications: 28 scientists 471–480 publications: 25 scientists 481–490 publications: 28 scientists 491–500 publications: 20 scientists 501–510 publications: 23 scientists 511–520 publications: 26 scientists 521–530 publications: 17 scientists 531–540 publications: 21 scientists 541–550 publications: 14 scientists 551–560 publications: 16 scientists 561–570 publications: 10 scientists 571–580 publications: 22 scientists 581–590 publications: 9 scientists 591–600 publications: 14 scientists 601–610 publications: 9 scientists 611–620 publications: 11 scientists 621–630 publications: 4 scientists 631–640 publications: 7 scientists 641–650 publications: 5 scientists 651–660 publications: 10 scientists 661–670 publications: 8 scientists 671–680 publications: 8 scientists 681–690 publications: 4 scientists 691–700 publications: 3 scientists 701–704 publications: 4 scientists 705+ publications: 100 scientists
31 publications 705+

This scientist: 130 publications — 38th percentile

38% of scientists in this discipline score the same or lower.

The last bar groups every scientist with 705 publications or more.

Young-Suk Grace Kim D-index placement in Psychology in 2026

The chart shows the D-index (discipline H-index) distribution of Psychology scientists ranked by Research.com in 2026. The highlighted bar marks where Young-Suk Grace Kim sits on this spectrum.

30–31 D-Index: 398 scientists 32–33 D-Index: 702 scientists 34–35 D-Index: 671 scientists 36–37 D-Index: 659 scientists 38–39 D-Index: 641 scientists 40–41 D-Index: 671 scientists 42–43 D-Index: 617 scientists 44–45 D-Index: 558 scientists 46–47 D-Index: 495 scientists 48–49 D-Index: 487 scientists 50–51 D-Index: 445 scientists 52–53 D-Index: 390 scientists 54–55 D-Index: 408 scientists 56–57 D-Index: 345 scientists 58–59 D-Index: 325 scientists 60–61 D-Index: 321 scientists 62–63 D-Index: 248 scientists 64–65 D-Index: 290 scientists 66–67 D-Index: 218 scientists 68–69 D-Index: 219 scientists 70–71 D-Index: 215 scientists 72–73 D-Index: 183 scientists 74–75 D-Index: 169 scientists 76–77 D-Index: 132 scientists 78–79 D-Index: 137 scientists 80–81 D-Index: 120 scientists 82–83 D-Index: 112 scientists 84–85 D-Index: 86 scientists 86–87 D-Index: 101 scientists 88–89 D-Index: 83 scientists 90–91 D-Index: 77 scientists 92–93 D-Index: 70 scientists 94–95 D-Index: 78 scientists 96–97 D-Index: 58 scientists 98–99 D-Index: 53 scientists 100–101 D-Index: 57 scientists 102–103 D-Index: 48 scientists 104–105 D-Index: 53 scientists 106–107 D-Index: 46 scientists 108–109 D-Index: 24 scientists 110–111 D-Index: 35 scientists 112–113 D-Index: 27 scientists 114–115 D-Index: 32 scientists 116–117 D-Index: 31 scientists 118–119 D-Index: 22 scientists 120–121 D-Index: 16 scientists 122–123 D-Index: 24 scientists 124–125 D-Index: 18 scientists 126–127 D-Index: 11 scientists 128–129 D-Index: 19 scientists 130–131 D-Index: 10 scientists 132–133 D-Index: 16 scientists 134–135 D-Index: 10 scientists 136–137 D-Index: 12 scientists 138–139 D-Index: 8 scientists 140–141 D-Index: 5 scientists 142–143 D-Index: 12 scientists 144+ D-Index: 98 scientists
30 D-Index 144+

This scientist: 52 D-Index — 57th percentile

57% of scientists in this discipline score the same or lower.

The last bar groups every scientist with 144 D-Index or more.

Overview

Young-Suk Grace Kim is affiliated with the University of California, Irvine in the United States. Their scholarly work primarily focuses on the fields of psychology and social sciences, with a particular emphasis on developmental and educational psychology, education, statistics and probability, cognitive neuroscience, and language and linguistics.

The research contributions by Young-Suk Grace Kim cover a range of topics within reading and literacy development, writing and handwriting education, cognitive and developmental aspects of mathematical skills, language development and disorders, EFL/ESL teaching and learning, neurobiology of language and bilingualism, and discourse analysis in language studies.

Young-Suk Grace Kim's recent papers include:

  • "Toward Integrative Reading Science: The Direct and Indirect Effects Model of Reading" (2020), published in Journal of Learning Disabilities
  • "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." (2021), Journal of Educational Psychology
  • "Dialogue with a conversational agent promotes children's story comprehension via enhancing engagement" (2021), Child Development
  • "Writing instruction improves students' writing skills differentially depending on focal instruction and children: A meta-analysis for primary grade students" (2021), Educational Research Review
  • "What is text reading fluency and is it a predictor or an outcome of reading comprehension? A longitudinal investigation." (2021), Developmental Psychology

Their frequent coauthors include Yaacov Petscher, Yucheng Cao, Jiali Wang, Alissa Wolters, and Steve Graham.

Young-Suk Grace Kim has published extensively in several venues, notably:

  • Reading and Writing
  • Journal of Educational Psychology
  • Scientific Studies of Reading
  • Review of Educational Research
  • Journal of Experimental Child Psychology

Best Publications

  • Why the Simple View of Reading Is Not Simplistic: Unpacking Component Skills of Reading Using a Direct and Indirect Effect Model of Reading (DIER)

    Young-Suk Grace Kim

  • Reading fluency: the whole is more than the parts.

    Tami Katzir;Youngsuk Kim;Maryanne Wolf;Beth O’Brien

  • Direct and mediated effects of language and cognitive skills on comprehension of oral narrative texts (listening comprehension) for children.

    Young-Suk Grace Kim

  • Contributions of Emergent Literacy Skills to Name Writing, Letter Writing, and Spelling in Preschool Children.

    Cynthia S. Puranik;Christopher J. Lonigan;Young-Suk Kim

  • Language and cognitive predictors of text comprehension: evidence from multivariate analysis.

    Young-Suk Kim

  • Does Growth Rate in Oral Reading Fluency Matter in Predicting Reading Comprehension Achievement

    Young-Suk Kim;Yaacov Petscher;Christopher Schatschneider;Barbara R. Foorman

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

    Young-Suk Grace Kim;Christopher Schatschneider

  • Large problem spaces: The challenge of vocabulary for English language learners.

    Catherine E. Snow;Young-Suk Kim

  • Componential skills of beginning writing: An exploratory study

    Young-Suk Kim;Stephanie Al Otaiba;Cynthia Puranik;Jessica Sidler Folsom

  • Developmental Relations between Reading Fluency and Reading Comprehension: A Longitudinal Study from Grade 1 to Grade 2.

    Young-Suk Kim;Richard K. Wagner;Danielle Lopez

  • The Role of Reading Self-Concept and Home Literacy Practices in Fourth Grade Reading Comprehension.

    Tami Katzir;Nonie K. Lesaux;Young-Suk Kim

  • Developmental, Component‐Based Model of Reading Fluency: An Investigation of Predictors of Word‐Reading Fluency, Text‐Reading Fluency, and Reading Comprehension

    Young-Suk Grace Kim

  • Text (Oral) Reading Fluency as a Construct in Reading Development: An Investigation of Its Mediating Role for Children From Grades 1 to 4

    Young-Suk Grace Kim;Richard K. Wagner

  • Writing fluency and quality in kindergarten and first grade: The role of attention, reading, transcription, and oral language.

    Shawn Kent;Jeanne Wanzek;Yaacov Petscher;Stephanie Dent Al Otaiba

  • Cognitive Correlates of Listening Comprehension.

    Young-Suk Kim;Beth Phillips

  • The Utility and Accuracy of Oral Reading Fluency Score Types in Predicting Reading Comprehension.

    Yaacov Petscher;Young-Suk Kim

  • 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

  • The Contributions of Phonological Awareness and Letter-Name Knowledge to Letter-Sound Acquisition--A Cross-Classified Multilevel Model Approach.

    Young-Suk Kim;Yaacov Petscher;Barbara R. Foorman;Chengfu Zhou

  • Toward an understanding of dimensions, predictors, and the gender gap in written composition

    Young-Suk Kim;Stephanie Al Otaiba;Jeanne Wanzek;Brandy Gatlin

  • The relationship between home literacy practices and developmental trajectories of emergent literacy and conventional literacy skills for Korean children

    Young-Suk Kim

  • The Varieties of Pathways to Dysfluent Reading Comparing Subtypes of Children With Dyslexia at Letter, Word, and Connected Text Levels of Reading

    Tami Katzir;Young-Suk Kim;Maryanne Wolf;Robin Morris

Frequent Co-Authors

Yaacov Petscher
Yaacov Petscher Florida State University
Stephanie Al Otaiba
Stephanie Al Otaiba Southern Methodist University
Jeanne Wanzek
Jeanne Wanzek Vanderbilt University
Beth M. Phillips
Beth M. Phillips Florida State University
Richard K. Wagner
Richard K. Wagner Florida State University
Christopher Schatschneider
Christopher Schatschneider Florida State University
Carol McDonald Connor
Carol McDonald Connor University of California, Irvine
Christopher J. Lonigan
Christopher J. Lonigan Florida State University
Barbara R. Foorman
Barbara R. Foorman Florida State University
Michael P. Kaschak
Michael P. Kaschak Florida State University

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