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Direct linkKim, Young-Suk Grace – Journal of Educational Psychology, 2020
We investigated 2 hypotheses of a recently proposed integrative theoretical model of reading, the direct and indirect effects model of reading (DIER; Kim, 2017b, 2019): (a) hierarchical relations and (b) dynamic relations (or differential relations) of skills to reading comprehension. Students were assessed on reading comprehension, word reading,…
Descriptors: Language Skills, Cognitive Ability, Reading Comprehension, Reading Instruction
Download full textKim, Young-Suk Grace – Grantee Submission, 2019
We investigated 2 hypotheses of a recently proposed integrative theoretical model of reading, the direct and indirect effects model of reading (DIER; Kim, 2017b, 2019): (a) hierarchical relations and (b) dynamic relations (or differential relations) of skills to reading comprehension. Students were assessed on reading comprehension, word reading,…
Descriptors: Language Skills, Cognitive Ability, Reading Comprehension, Reading Instruction
Kim, Young-Suk Grace – Grantee Submission, 2017
Pathways of relations of language, cognitive, and literacy skills (i.e., working memory, vocabulary, grammatical knowledge, inference, comprehension monitoring, word reading, and listening comprehension) to reading comprehension were examined by comparing four variations of direct and indirect effects model of reading. Results from 350…
Descriptors: Reading Instruction, Grade 2, Elementary School Students, Language Skills
Kim, Young-Suk Grace – Scientific Studies of Reading, 2017
Pathways of relations of language, cognitive, and literacy skills (i.e., working memory, vocabulary, grammatical knowledge, inference, comprehension monitoring, word reading, and listening comprehension) to reading comprehension were examined by comparing four variations of direct and indirect effects model of reading. Results from 350…
Descriptors: Reading Instruction, Grade 2, Elementary School Students, Language Skills
Kim, Young-Suk Grace; Gatlin, Brandy; Al Otaiba, Stephanie; Wanzek, Jeanne – Journal of Learning Disabilities, 2018
We discuss a component-based, developmental view of text writing fluency, which we tested using data from children in Grades 2 and 3. "Text writing fluency" was defined as efficiency and automaticity in writing connected texts, which acts as a mediator between text generation (oral language), transcription skills, and writing quality. We…
Descriptors: Grade 2, Grade 3, Elementary School Students, Case Studies
