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Psychology

D-Index
52
Citations
8960
World Ranking
5041
National Ranking
2766

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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