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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Hits 1 – 18 of 18 1 Does perspective taking matter for writing? Perspective taking in source-based analytical writing of secondary students [<Journal>] Cho, Minkyung [Verfasser]; Kim, Young-Suk Grace [Verfasser]; Olson, Carol B. [Verfasser] DNB Subject Category Language Show details 2 Influences of individual, text, and assessment factors on text [<Journal>] Kim, Young-Suk Grace [Verfasser]; Petscher, Yaacov [Verfasser] DNB Subject Category Language Show details 3 Letter Features as Predictors of Letter-Name Acquisition in Four Languages with Three Scripts Kim, Young-Suk Grace; Petscher, Yaacov; Treiman, Rebecca... In: Sci Stud Read (2020) BASE Show details 4 Is Retell a Valid Measure of Reading Comprehension? Cao, Yucheng; Kim, Young-Suk Grace In: Educ Res Rev (2020) BASE Show details 5 Learning to compose digitally: the effect of prior computer use and keyboard activity on NAEP writing [<Journal>] Tate, Tamara P. [Verfasser]; Warschauer, Mark [Verfasser]; Kim, Young-Suk Grace [Verfasser] DNB Subject Category Language Show details 6 Relations between reading and writing: a longitudinal examination from grades 3 to 6 [<Journal>] Kim, Young-Suk Grace [Verfasser]; Petscher, Yaacov [Sonstige]; Wanzek, Jeanne [Sonstige]. DNB Subject Category Language Show details 7 Cross-language transfer of reading skills: an empirical investigation of bidirectionality and the influence of instructional environments [<Journal>] Kim, Young-Suk Grace [Verfasser]; Piper, Benjamin [Sonstige] DNB Subject Category Language Show details 8 Unpacking pathways using the direct and indirect effects model of writing (DIEW) and the contributions of higher order cognitive skills to writing [<Journal>] Kim, Young-Suk Grace [Verfasser]; Park, Seo-Hyun [Verfasser] DNB Subject Category Language Show details 9 Examining the Efficacy of Targeted Component Interventions on Language and Literacy for Third and Fourth Graders Who are at Risk of Comprehension Difficulties. Connor, Carol McDonald; Phillips, Beth M; Kim, Young-Suk Grace... In: Scientific studies of reading : the official journal of the Society for the Scientific Study of Reading, vol 22, iss 6 (2018) BASE Show details 10 Relations between Reading and Writing: A Longitudinal Examination from Grades 3 to 6 Kim, Young-Suk Grace; Petscher, Yaacov; Wanzek, Jeanne. - 2018 BASE Show details 11 Writing evaluation: rater and task effects on the reliability of writing scores for children in Grades 3 and 4 [<Journal>] Kim, Young-Suk Grace [Verfasser]; Schatschneider, Christopher [Sonstige]; Wanzek, Jeanne [Sonstige]. DNB Subject Category Language Show details 12 The Effects of Genetic and Environmental Factors on Writing Development Erbeli, Florina; Hart, Sara A.; Kim, Young-Suk Grace. - 2017 BASE Show details 13 Expanding the developmental models of writing: A direct and indirect effects model of developmental writing (DIEW) Kim, Young-Suk Grace; Schatschneider, Christopher. - 2017 BASE Show details 14 The Impact of Transcription Writing Interventions for First-Grade Students Wanzek, Jeanne; Gatlin, Brandy; Al Otaiba, Stephanie. - 2016 BASE Show details 15 Expanding the developmental models of writing: A direct and indirect effects model of developmental writing (DIEW). Kim, Young-Suk Grace (authoraut); Schatschneider, Christopher (authoraut) BASE Show details 16 The Impact of Transcription Writing Interventions for First-Grade Students. Wanzek, Jeanne (authoraut); Gatlin, Brandy (authoraut); Al Otaiba, Stephanie (authoraut); Kim, Young-Suk Grace (authoraut) Abstract: We examined the effects of transcription instruction for students in first grade. Students in the lowest 70% of the participating schools were selected for the study. These 81 students were randomly assigned to: (a) spelling instruction, (b) handwriting instruction, (c) combination spelling and handwriting instruction, or (d) no intervention. Intervention was provided in small groups of 4 students, 25 min a day, 4 days a week for 8 weeks. Students in the spelling condition outperformed the control group on spelling measures with moderate effect sizes noted on curriculum-based writing measures (e.g., correct word sequence; range = 0.34 to 0.68). Students in the handwriting condition outperformed the control group on correct word sequences with small to moderate effects on other handwriting and writing measures ( range = 0.31 to 0.71). Students in the combined condition outperformed the control group on correct word sequences with a small effect on total words written ( range = 0.39 to 0.84). ; P50 HD052120, U54 HD083211 ; This NIH-funded author manuscript originally appeared in PubMed Central at https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5625629. URL: http://purl.flvc.org/fsu/fd/FSU_pmch_28989267 https://doi.org/10.1080/10573569.2016.1250142 http://diginole.lib.fsu.edu/islandora/object/fsu%3A600804/datastream/TN/view/Impact%20of%20Transcription%20Writing%20Interventions%20for%20First-Grade%20Students.jpg BASE Hide details 17 Developmental, Component-Based Model of Reading Fluency: An Investigation of Predictors of Word-Reading Fluency, Text-Reading Fluency, and Reading Comprehension. Kim, Young-Suk Grace (authoraut) BASE Show details 18 The Effects of Genetic and Environmental Factors on Writing Development. Erbeli, Florina (authoraut); Hart, Sara A (authoraut); Kim, Young-Suk Grace (authoraut). 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