Young-Suk Kim
Associated IES Content
Grant
Investigating the Impact of the LETRS Program on Teacher Knowledge, Instructional Practice, and Student Literacy Outcomes
In this study, the researchers will examine the effect of a teacher professional development program in literacy called Language Essentials for Teachers of Reading and Spelling (LETRS). LETRS is a fully developed, commercially available, and widely used professional development program to support literacy (language, reading, writing) outcomes. LETRS is based on data from Lexia, the publisher and provider of LETRS. Approximately 450,000 educators in the U.S. have used LETRS between 2019 and 2...
Federal funding program:
Award number:
R305A240315
Grant
Developing Theory- and Evidence-based Oral Language Intervention: Integrated Multi-Component Oral Development for Literacy (iMODEL)
In this project, the research team will develop and examine the feasibility, usability, and potential promise of a multi-component oral language comprehension intervention called iMODEL (Integrated Multi-component Oral Development for Language and Literacy). iMODEL is designed for small group instruction for kindergartners with below-average oral language skills. This intervention targets multiple skills that contribute to listening comprehension such as foundational knowledge (vocabulary, g...
Federal funding program:
Award number:
R305A200312
Grant
SRSD+: Development of a Powerful Writing Program for Children in Grades 1 and 2
In this project, researchers will develop and test the promise of a writing intervention called SRSD+ for children in grades 1 and 2. SRSD+ will be an adaptation of Self-Regulated Strategy Development (SRSD), a writing instruction approach that has been shown to be effective for improving writing outcomes for students in upper elementary and secondary school grades. Many students have difficulty writing by the time they get to upper elementary school, and research shows that oral language, t...
Federal funding program:
Award number:
R305A170113
Grant
Academic Language and Writing for Children in Kindergarten to Fourth Grade—A Longitudinal Study
Writing is an important skill for communication and self-expression in school and in the workforce, but the majority of students in the United States do not write at a proficient level. Some research has suggested that early precursors to writing may be identifiable, and theory suggests oral language may be one such precursor. However, there has been very little systematic examination of association between oral language and writing development. Further, academic (or decontextualized) langua...
Federal funding program:
Award number:
R305A160408
Grant
Development of Oral and Silent Reading Fluency and Their Relation with Reading Comprehension in First Through Third Grade Students
Despite the recognized importance of reading fluency for reading comprehension development, research has tended to focus on oral reading fluency with little knowledge of how silent reading fluency develops over time and how to best support children during the transition from oral to silent reading. The goals of this study were to: (1) explore development of oral and silent reading fluency (including reading prosody) and their relation with reading comprehension for first through third grade ...
Federal funding program:
Award number:
R305A150589
FY2022
FY2022 Single-Session Peer Review Panel
FY2021
FY2021 Single-Session Peer Review Panel
FY2021
FY2021 Basic Processes Peer Review Panel
Grant
Personalizing Literacy Instruction for English Learners
With growing numbers of English learners (ELs) in the U.S., there is a need to better understand how to support their literacy development during the early grades so that they can succeed academically. Three aims of this project are to: 1) examine the nature of literacy instruction in kindergarten through third grade EL classrooms; 2) examine child characteristics by instruction interaction effects on ELs' later language and literacy outcomes; and 3) investigate how the Assessment-to-Instruc...
Federal funding program:
Award number:
R305A210077
FY2022
Basic Processes FY2020 - FY2022 Peer review panel
Grant
WRITE Center for Secondary Students: Writing Research to Improve Teaching and Evaluation
In an information society and knowledge economy, writing is a ubiquitous requirement for full civic and workforce participation. The evolution to more source-based, analytic writing can be seen in current educational standards and assessments, including the Common Core State Standards (CCSS); Next Generation Science Standards; and College, Career, and Civic Life Framework. Recent national education statistics indicate that U.S. students are not prepared to meet the challenges of this complex...
Federal funding program:
Award number:
R305C190007
Grant
What Does It Take to Develop Writing Skills for Spanish-speaking English Learners? A Longitudinal Examination of Co-development of Language, Cognitive, and Writing Skills
Writing remains a challenging and understudied skill for all students, including Spanish-English emergent bilingual learners. Although research has produced considerable information about reading for Spanish-English emergent bilingual learners, less is known about the component skills of writing for these students. The purpose of this study was to identify linguistic, cognitive, and transcription factors that contribute to writing development for Spanish-English emergent bilingual learners b...
Federal funding program:
Award number:
R305A180055
Grant
Examining Effective Intervention Targets, Longitudinal Intensity, and Scaling Factors for Pre-K to 5th Grade Student Comprehension
The goals of this project are to investigate the underlying cognitive and linguistic components that contribute to or that prevent the acquisition of well-developed comprehension skills, and to create and evaluate coherent, integrated multi-component instructional interventions intended to build and integrate key component skills that support students' proficient oral and text comprehension and reading for understanding. Researchers will identify, develop, and evaluate interventions that w...
Federal funding program:
Award number:
R305F100027
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