James S Kim
Datos Biográficos
| ID | 4635022 |
|---|---|
| NOMBRE | James S Kim |
| NOMBRES | James S |
| APELLIDO | Kim |
| FIRMA | KIM J S |
| AFILIACIONES | Harvard University |
| ORCID | 0000-0002-6415-5496 |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 21 |
| TOTAL DE CITAS | 85 |
| TOTAL COMO AUTOR | 21 |
| TOTAL COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 2005 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2026 |
| ÍNDICE H | 6 |
Mapping the mechanisms of interdisciplinary learning transfer from reading to math achievement
Far transfer-the application of learning across distant domains-remains elusive in intervention research, and even when it is found, its mechanisms remain unclear or unexplored. This study analyzes data from the model of reading engagement, a sustained content literacy intervention implemented in Grades 1-3 that demonstrated positive treatment effects on both near-transfer reading and far-transfer math outcomes in a prior study. Here, we extend t…
Impact of a content-rich literacy curriculum on kindergarteners’ vocabulary, listening comprehension, and content knowledge
Asset‐Based Implementation of Structured Adaptations in an Online Third‐Grade Content Literacy Intervention
Scaling up evidence‐based educational interventions presents challenges, particularly in adapting to new contexts while maintaining fidelity. Structured adaptations that integrate the strengths of experimental science (high fidelity) and improvement science (high adaptation) represent a novel design framework for supporting the equitable implementation of research‐based practices and programs. This preregistered study examined the effectiveness o…
Improving second-grade reading comprehension through a sustained content literacy intervention
This mixed-methods study explores the relationship between early elementary students’ domainspecific vocabulary knowledge and their ability to comprehend grade-level reading passages on unfamiliar science topics. Specifically, this study used (a) structural equation modeling (SEM) to examine the extent to which students’ networks of domain-specific vocabulary knowledge in Grades 1 and 2 mediated the effects of a Tier 1 content-based literacy inte…
Effects of tier 1 content literacy intervention on early-grade English learners’ reading and writing
This exploratory follow-up study to a randomized controlled trial examined (a) the differential impact of classroom-based (Tier 1) content literacy intervention on reading and argumentative writing outcomes among Grades 1 and 2 English learners (ELs; n = 1,236) and their Englishproficient peers (EPs; n = 4,161) and (b) the mechanisms determining how the intervention yielded effects on ELs. The study was conducted across 30 elementary schools in a…
Time to transfer
We investigated the effectiveness of a sustained and spiraled content literacy intervention that emphasizes building domain and topic knowledge schemas and vocabulary for elementary-grade students. The model of reading engagement intervention underscores thematic lessons that provide an intellectual structure for helping students connect new learning to a general schema in Grade 1 (animal survival), Grade 2 (scientific investigation of past event…
Understanding Heterogeneous Patterns of Family Engagement With Educational Technology to Inform School-Family Communication in Linguistically Diverse Communities
We leverage log data from an educational app and two-way text message records from over 3,500 students during the summers of 2019 and 2020 and in-depth interviews in Spanish and English to identify patterns of family engagement with educational technology. Based on the type and timing of technology use, we identify several distinct profiles of engagement, which we group into two categories: independent users who engage with technology-based educa…
A longitudinal randomized trial of a sustained content literacy intervention from first to second grade
We developed a sustained content literacy intervention that emphasized building domain and topic knowledge from Grade 1 to Grade 2 and evaluated transfer effects on students’ reading comprehension outcomes. The Model of Reading Engagement (MORE) intervention emphasizes thematic lessons that provide an intellectual framework for helping students connect new learning to a general schema (i.e., how scientists study past events). A total of 30 elemen…
Teaching for transfer can help young children read for understanding
To make progress in improving students’ reading comprehension, we need to rethink the very nature of reading comprehension — it’s not a skill and it requires background knowledge. James Kim and Mary Burkhauser explain that, to help students apply what they learn from one reading task to another reading task, educators should consider developing thematic lessons that organize knowledge around a schema, help students connect new knowledge to a sche…
Improving reading comprehension, science domain knowledge, and reading engagement through a first-grade content literacy intervention
This study investigated the effectiveness of the Model of Reading Engagement (MORE), a content literacy intervention, on first graders’ science domain knowledge, reading engagement, and reading comprehension. The MORE intervention emphasizes the role of domain knowledge and reading engagement in supporting reading comprehension. MORE lessons included a 10-day thematic unit that provided a framework for students to connect new learning to a meanin…
What does retelling ‘tell’ about children’s reading proficiency
Book retelling has been frequently used as an indicator of children’s reading proficiency. However, how children’s performance varies across retelling narrative and expository texts and whether that has different implications for reading proficiency remains understudied. The present study examined 85 high-poverty second- and third-graders’ retelling of narrative and expository books. A parallel coding scheme was developed to evaluate children’s p…
Making Every Study Count
Why, when so many educational interventions demonstrate positive impact in tightly controlled efficacy trials, are null results common in follow-up effectiveness trials? Using case studies from literacy, this article suggests that replication failure can surface hidden moderators—contextual differences between an efficacy and an effectiveness trial—and generate new hypotheses and questions to guide future research. First, replication failure can …
Effectiveness of Structured Teacher Adaptations to an Evidence‐Based Summer Literacy Program
The authors conducted a cluster‐randomized trial to examine the effectiveness of structured teacher adaptations to the implementation of an evidence‐based summer literacy program that provided students with (a) books matched to their reading level and interests and (b) teacher scaffolding for summer reading in the form of end‐of‐year comprehension lessons and materials sent to students’ homes in the summer months. In this study, 27 high‐poverty e…
Engaging Struggling Adolescent Readers to Improve Reading Skills
This study examined the efficacy of a supplemental, multicomponent adolescent reading intervention for middle school students who scored below proficient on a state literacy assessment. Using a within‐school experimental design, the authors randomly assigned 483 students in grades 6–8 to a business‐as‐usual control condition or to the Strategic Adolescent Reading Intervention ( STARI ), a supplemental reading program involving instruction to supp…
Scaffolding Fidelity and Adaptation in Educational Program Implementation
In a common approach for scaling up effective educational practice, schools adopt evidence-based programs to be implemented with fidelity. An alternative approach assumes that programs should be adapted to local contexts. In this randomized trial of a reading intervention, we study a scaffolded sequence of implementation in which schools first develop proficiency by implementing the program with fidelity before implementing structured adaptations…
Literacy discussions in low-income families
This study examines the effects of four types of reading comprehension questions – immediate, non-immediate, summary, and unanswerable questions – that linguistically diverse and predominantly low-income parents asked their fourth graders on children’s text retellings. One-hundred-twenty ( N = 120) parent and child dyads participated in a home visit study in which they talked about narrative and informational texts. Moderation analyses indicated …
Replicating the Effects of a Teacher-Scaffolded Voluntary Summer Reading Program
A randomized trial involving 19 elementary schools (K–5) was conducted to replicate and extend two previous experimental studies of the effects of a voluntary summer reading program that provided (a) books matched to students' reading levels and interests and (b) teacher scaffolding in the form of end-of-year comprehension lessons. Matched schools were randomly assigned to implement one of two lesson types. Within schools, students were randomly …
The Effects of Summer Reading on Low-Income Children’s Literacy Achievement From Kindergarten to Grade 8
This meta-analysis reviewed research on summer reading interventions conducted in the United States and Canada from 1998 to 2011. The synthesis included 41 classroom- and home-based summer reading interventions involving children from kindergarten to Grade 8. Compared to control group children, children who participated in classroom interventions, involving teacher-directed literacy lessons, or home interventions, involving child-initiated book r…
Enhancing the Interpretive Reading and Analytical Writing of Mainstreamed English Learners in Secondary School
In this study, 72 secondary English teachers from the Santa Ana Unified School District were randomly assigned to participate in the Pathway Project, a cognitive strategies approach to teaching interpretive reading and analytical writing, or to a control condition involving typical district training focusing on teaching content from the textbook. Pathway teachers learned how to use an on-demand writing assessment to help mainstreamed English lear…
Teacher Study Group
Randomized field trials were used to examine the impact of the Teacher Study Group (TSG), a professional development model, on first grade teachers’ reading comprehension and vocabulary instruction, their knowledge of these areas, and the comprehension and vocabulary achievement of their students. The multisite study was conducted in three large urban school districts from three states. A total of 81 first grade teachers and their 468 students fr…
Measuring Academic Proficiency Under the No Child Left Behind Act
The accountability requirements of the No Child Left Behind Act of 2001 place high-poverty schools and racially diverse schools at a disadvantage because they rely on mean proficiency scores and require all subgroups to meet the same goals for accountability. In this article, student achievement data from six states are used to highlight differences in the demographic characteristics of schools identified as needing improvement and schools meetin…
Measuring Academic Proficiency Under the No Child Left Behind Act
The accountability requirements of the No Child Left Behind Act of 2001 place high-poverty schools and racially diverse schools at a disadvantage because they rely on mean proficiency scores and require all subgroups to meet the same goals for accountability. In this article, student achievement data from six states are used to highlight differences in the demographic characteristics of schools identified as needing improvement and schools meetin…
Teacher Study Group
Randomized field trials were used to examine the impact of the Teacher Study Group (TSG), a professional development model, on first grade teachers’ reading comprehension and vocabulary instruction, their knowledge of these areas, and the comprehension and vocabulary achievement of their students. The multisite study was conducted in three large urban school districts from three states. A total of 81 first grade teachers and their 468 students fr…
Replicating the Effects of a Teacher-Scaffolded Voluntary Summer Reading Program
A randomized trial involving 19 elementary schools (K–5) was conducted to replicate and extend two previous experimental studies of the effects of a voluntary summer reading program that provided (a) books matched to students' reading levels and interests and (b) teacher scaffolding in the form of end-of-year comprehension lessons. Matched schools were randomly assigned to implement one of two lesson types. Within schools, students were randomly …
Making Every Study Count
Why, when so many educational interventions demonstrate positive impact in tightly controlled efficacy trials, are null results common in follow-up effectiveness trials? Using case studies from literacy, this article suggests that replication failure can surface hidden moderators—contextual differences between an efficacy and an effectiveness trial—and generate new hypotheses and questions to guide future research. First, replication failure can …
Effectiveness of Structured Teacher Adaptations to an Evidence‐Based Summer Literacy Program
The authors conducted a cluster‐randomized trial to examine the effectiveness of structured teacher adaptations to the implementation of an evidence‐based summer literacy program that provided students with (a) books matched to their reading level and interests and (b) teacher scaffolding for summer reading in the form of end‐of‐year comprehension lessons and materials sent to students’ homes in the summer months. In this study, 27 high‐poverty e…
Engaging Struggling Adolescent Readers to Improve Reading Skills
This study examined the efficacy of a supplemental, multicomponent adolescent reading intervention for middle school students who scored below proficient on a state literacy assessment. Using a within‐school experimental design, the authors randomly assigned 483 students in grades 6–8 to a business‐as‐usual control condition or to the Strategic Adolescent Reading Intervention ( STARI ), a supplemental reading program involving instruction to supp…
Scaffolding Fidelity and Adaptation in Educational Program Implementation
In a common approach for scaling up effective educational practice, schools adopt evidence-based programs to be implemented with fidelity. An alternative approach assumes that programs should be adapted to local contexts. In this randomized trial of a reading intervention, we study a scaffolded sequence of implementation in which schools first develop proficiency by implementing the program with fidelity before implementing structured adaptations…
Time to transfer
We investigated the effectiveness of a sustained and spiraled content literacy intervention that emphasizes building domain and topic knowledge schemas and vocabulary for elementary-grade students. The model of reading engagement intervention underscores thematic lessons that provide an intellectual structure for helping students connect new learning to a general schema in Grade 1 (animal survival), Grade 2 (scientific investigation of past event…
Enhancing the Interpretive Reading and Analytical Writing of Mainstreamed English Learners in Secondary School
In this study, 72 secondary English teachers from the Santa Ana Unified School District were randomly assigned to participate in the Pathway Project, a cognitive strategies approach to teaching interpretive reading and analytical writing, or to a control condition involving typical district training focusing on teaching content from the textbook. Pathway teachers learned how to use an on-demand writing assessment to help mainstreamed English lear…
Understanding Heterogeneous Patterns of Family Engagement With Educational Technology to Inform School-Family Communication in Linguistically Diverse Communities
We leverage log data from an educational app and two-way text message records from over 3,500 students during the summers of 2019 and 2020 and in-depth interviews in Spanish and English to identify patterns of family engagement with educational technology. Based on the type and timing of technology use, we identify several distinct profiles of engagement, which we group into two categories: independent users who engage with technology-based educa…
Measuring Academic Proficiency Under the No Child Left Behind Act
The accountability requirements of the No Child Left Behind Act of 2001 place high-poverty schools and racially diverse schools at a disadvantage because they rely on mean proficiency scores and require all subgroups to meet the same goals for accountability. In this article, student achievement data from six states are used to highlight differences in the demographic characteristics of schools identified as needing improvement and schools meetin…
Teacher Study Group
Randomized field trials were used to examine the impact of the Teacher Study Group (TSG), a professional development model, on first grade teachers’ reading comprehension and vocabulary instruction, their knowledge of these areas, and the comprehension and vocabulary achievement of their students. The multisite study was conducted in three large urban school districts from three states. A total of 81 first grade teachers and their 468 students fr…
Enhancing the Interpretive Reading and Analytical Writing of Mainstreamed English Learners in Secondary School
In this study, 72 secondary English teachers from the Santa Ana Unified School District were randomly assigned to participate in the Pathway Project, a cognitive strategies approach to teaching interpretive reading and analytical writing, or to a control condition involving typical district training focusing on teaching content from the textbook. Pathway teachers learned how to use an on-demand writing assessment to help mainstreamed English lear…
The Effects of Summer Reading on Low-Income Children’s Literacy Achievement From Kindergarten to Grade 8
This meta-analysis reviewed research on summer reading interventions conducted in the United States and Canada from 1998 to 2011. The synthesis included 41 classroom- and home-based summer reading interventions involving children from kindergarten to Grade 8. Compared to control group children, children who participated in classroom interventions, involving teacher-directed literacy lessons, or home interventions, involving child-initiated book r…
Replicating the Effects of a Teacher-Scaffolded Voluntary Summer Reading Program
A randomized trial involving 19 elementary schools (K–5) was conducted to replicate and extend two previous experimental studies of the effects of a voluntary summer reading program that provided (a) books matched to students' reading levels and interests and (b) teacher scaffolding in the form of end-of-year comprehension lessons. Matched schools were randomly assigned to implement one of two lesson types. Within schools, students were randomly …
Literacy discussions in low-income families
This study examines the effects of four types of reading comprehension questions – immediate, non-immediate, summary, and unanswerable questions – that linguistically diverse and predominantly low-income parents asked their fourth graders on children’s text retellings. One-hundred-twenty ( N = 120) parent and child dyads participated in a home visit study in which they talked about narrative and informational texts. Moderation analyses indicated …
Effectiveness of Structured Teacher Adaptations to an Evidence‐Based Summer Literacy Program
The authors conducted a cluster‐randomized trial to examine the effectiveness of structured teacher adaptations to the implementation of an evidence‐based summer literacy program that provided students with (a) books matched to their reading level and interests and (b) teacher scaffolding for summer reading in the form of end‐of‐year comprehension lessons and materials sent to students’ homes in the summer months. In this study, 27 high‐poverty e…
Engaging Struggling Adolescent Readers to Improve Reading Skills
This study examined the efficacy of a supplemental, multicomponent adolescent reading intervention for middle school students who scored below proficient on a state literacy assessment. Using a within‐school experimental design, the authors randomly assigned 483 students in grades 6–8 to a business‐as‐usual control condition or to the Strategic Adolescent Reading Intervention ( STARI ), a supplemental reading program involving instruction to supp…
Scaffolding Fidelity and Adaptation in Educational Program Implementation
In a common approach for scaling up effective educational practice, schools adopt evidence-based programs to be implemented with fidelity. An alternative approach assumes that programs should be adapted to local contexts. In this randomized trial of a reading intervention, we study a scaffolded sequence of implementation in which schools first develop proficiency by implementing the program with fidelity before implementing structured adaptations…
What does retelling ‘tell’ about children’s reading proficiency
Book retelling has been frequently used as an indicator of children’s reading proficiency. However, how children’s performance varies across retelling narrative and expository texts and whether that has different implications for reading proficiency remains understudied. The present study examined 85 high-poverty second- and third-graders’ retelling of narrative and expository books. A parallel coding scheme was developed to evaluate children’s p…
Making Every Study Count
Why, when so many educational interventions demonstrate positive impact in tightly controlled efficacy trials, are null results common in follow-up effectiveness trials? Using case studies from literacy, this article suggests that replication failure can surface hidden moderators—contextual differences between an efficacy and an effectiveness trial—and generate new hypotheses and questions to guide future research. First, replication failure can …
Improving reading comprehension, science domain knowledge, and reading engagement through a first-grade content literacy intervention
This study investigated the effectiveness of the Model of Reading Engagement (MORE), a content literacy intervention, on first graders’ science domain knowledge, reading engagement, and reading comprehension. The MORE intervention emphasizes the role of domain knowledge and reading engagement in supporting reading comprehension. MORE lessons included a 10-day thematic unit that provided a framework for students to connect new learning to a meanin…
Teaching for transfer can help young children read for understanding
To make progress in improving students’ reading comprehension, we need to rethink the very nature of reading comprehension — it’s not a skill and it requires background knowledge. James Kim and Mary Burkhauser explain that, to help students apply what they learn from one reading task to another reading task, educators should consider developing thematic lessons that organize knowledge around a schema, help students connect new knowledge to a sche…
A longitudinal randomized trial of a sustained content literacy intervention from first to second grade
We developed a sustained content literacy intervention that emphasized building domain and topic knowledge from Grade 1 to Grade 2 and evaluated transfer effects on students’ reading comprehension outcomes. The Model of Reading Engagement (MORE) intervention emphasizes thematic lessons that provide an intellectual framework for helping students connect new learning to a general schema (i.e., how scientists study past events). A total of 30 elemen…
Improving second-grade reading comprehension through a sustained content literacy intervention
This mixed-methods study explores the relationship between early elementary students’ domainspecific vocabulary knowledge and their ability to comprehend grade-level reading passages on unfamiliar science topics. Specifically, this study used (a) structural equation modeling (SEM) to examine the extent to which students’ networks of domain-specific vocabulary knowledge in Grades 1 and 2 mediated the effects of a Tier 1 content-based literacy inte…
Effects of tier 1 content literacy intervention on early-grade English learners’ reading and writing
This exploratory follow-up study to a randomized controlled trial examined (a) the differential impact of classroom-based (Tier 1) content literacy intervention on reading and argumentative writing outcomes among Grades 1 and 2 English learners (ELs; n = 1,236) and their Englishproficient peers (EPs; n = 4,161) and (b) the mechanisms determining how the intervention yielded effects on ELs. The study was conducted across 30 elementary schools in a…
Time to transfer
We investigated the effectiveness of a sustained and spiraled content literacy intervention that emphasizes building domain and topic knowledge schemas and vocabulary for elementary-grade students. The model of reading engagement intervention underscores thematic lessons that provide an intellectual structure for helping students connect new learning to a general schema in Grade 1 (animal survival), Grade 2 (scientific investigation of past event…
Understanding Heterogeneous Patterns of Family Engagement With Educational Technology to Inform School-Family Communication in Linguistically Diverse Communities
We leverage log data from an educational app and two-way text message records from over 3,500 students during the summers of 2019 and 2020 and in-depth interviews in Spanish and English to identify patterns of family engagement with educational technology. Based on the type and timing of technology use, we identify several distinct profiles of engagement, which we group into two categories: independent users who engage with technology-based educa…
Impact of a content-rich literacy curriculum on kindergarteners’ vocabulary, listening comprehension, and content knowledge
Asset‐Based Implementation of Structured Adaptations in an Online Third‐Grade Content Literacy Intervention
Scaling up evidence‐based educational interventions presents challenges, particularly in adapting to new contexts while maintaining fidelity. Structured adaptations that integrate the strengths of experimental science (high fidelity) and improvement science (high adaptation) represent a novel design framework for supporting the equitable implementation of research‐based practices and programs. This preregistered study examined the effectiveness o…
Mapping the mechanisms of interdisciplinary learning transfer from reading to math achievement
Far transfer-the application of learning across distant domains-remains elusive in intervention research, and even when it is found, its mechanisms remain unclear or unexplored. This study analyzes data from the model of reading engagement, a sustained content literacy intervention implemented in Grades 1-3 that demonstrated positive treatment effects on both near-transfer reading and far-transfer math outcomes in a prior study. Here, we extend t…
Psychology (20 obras) · Pedagogy (17 obras) · Mathematics education (16 obras) · Reading and Literacy Development (15 obras) · Literacy (13 obras) · Reading (process) (13 obras) · Reading comprehension (12 obras) · Linguistics (11 obras) · Comprehension (7 obras) · Computer Science (7 obras)