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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) Abstract: Retell is used widely as a measure of reading comprehension. In this meta-analysis, we evaluated the relation between retell and other measures of reading comprehension among students in Grades 1–12. Data from 23 studies (82 effect sizes; N = 4,705 participants) showed a moderate relation between retell and other measures of reading comprehension, r = .46. Moderation analyses revealed that the relation was stronger when reading comprehension was measured by cloze or maze tasks than when measured using a multiple-choice format. In addition, the relation was weaker in higher grades, but this was largely explained by text genre or the number of prompts in retell. The relation between ‘oral’ retell and reading comprehension was stronger with a greater number of prompts provided during retell tests. In contrast, results did not differ by other features of retell such as reading mode (oral or silent), text genres of retell (narrative or informational), or use of different oral retell evaluation methods (e.g., number of words or ideas, overall quality). Overall, the results indicate a moderate relation, on average, between retell and other measures of reading comprehension. However, the moderate magnitude indicates caution for using retell as the sole measure of reading comprehension. The results also indicate a need for a better understanding about more systematic approaches to retell assessment (e.g., number and kind of prompts in the case of oral retell) as a measure of reading comprehension. Keyword: Article URL: https://doi.org/10.1016/j.edurev.2020.100375 http://www.ncbi.nlm.nih.gov/pubmed/33456495 http://www.ncbi.nlm.nih.gov/pmc/articles/PMC7806198/ BASE Hide 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). BASE Show 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). BASE Show details

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