Ah-Young Kim
Dados Biográficos
| ID | 8903253 |
|---|---|
| NOME | Ah-Young Kim |
| PRENOMES | Ah-Young |
| SOBRENOME | Kim |
| ASSINATURA | KIM A |
| AFILIAÇÕES | Department of Pediatrics, Yonsei University College of Medicine, Gangnam Severance Hospital, Seoul, South Korea |
| VERIFICADO | Não |
| TOTAL DE OBRAS | 4 |
| TOTAL DE CITAÇÕES | 0 |
| TOTAL COMO AUTOR | 4 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 2015 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2026 |
| ÍNDICE H | 0 |
Nationwide insights on early childhood neurodevelopment during a global health crisis
Background: The COVID-19 pandemic has disrupted early childhood environments globally, raising concerns about its potential impacts on neurodevelopment. Although early childhood is a critical developmental period, large-scale evidence from South Korea - where strict social distancing and unique caregiving structures were in place - remains limited. We aim to evaluate age- and domain-specific neurodevelopmental outcomes among children aged 0-5 yea…
Simultaneous vs. successive bilingualism among preschool-aged children
The current study compares simultaneous vs. successive bilingualism through a mixed-method research design with four four-year-old Korean–English bilingual children who were born and raised in the USA. Two simultaneous bilinguals were exposed to Korean and English from birth, whereas two successive bilinguals were exposed to Korean from birth, but to English between 18 and 24 months. Three direct assessment tasks (i.e. narrative, vocabulary, and …
Assessing child bilingualism
Aims and objectives: In this paper we investigate measures for the evaluation of a child’s bilingualism. Methodology: We compare a caretaker report on the estimated quantity and quality of a child’s bilingualism to results from direct assessment of the bilingual child’s production of complex sentences in Korean and English. We adopt an integrated methodology in which two case studies, closely matched on caretaker report and general background, ar…
Exploring ways to provide diagnostic feedback with an ESL placement test
Previous research in cognitive diagnostic assessment (CDA) of L2 reading ability has been frequently conducted using large-scale English proficiency exams (e.g., TOEFL, MELAB). Using CDA, it is possible to analyze individual learners’ strengths and weaknesses in multiple attributes (i.e., knowledge, skill, strategy) measured at the item level. This study explored how a placement test score could be used for diagnosing the L2 reading ability of in…
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Exploring ways to provide diagnostic feedback with an ESL placement test
Previous research in cognitive diagnostic assessment (CDA) of L2 reading ability has been frequently conducted using large-scale English proficiency exams (e.g., TOEFL, MELAB). Using CDA, it is possible to analyze individual learners’ strengths and weaknesses in multiple attributes (i.e., knowledge, skill, strategy) measured at the item level. This study explored how a placement test score could be used for diagnosing the L2 reading ability of in…
Assessing child bilingualism
Aims and objectives: In this paper we investigate measures for the evaluation of a child’s bilingualism. Methodology: We compare a caretaker report on the estimated quantity and quality of a child’s bilingualism to results from direct assessment of the bilingual child’s production of complex sentences in Korean and English. We adopt an integrated methodology in which two case studies, closely matched on caretaker report and general background, ar…
Simultaneous vs. successive bilingualism among preschool-aged children
The current study compares simultaneous vs. successive bilingualism through a mixed-method research design with four four-year-old Korean–English bilingual children who were born and raised in the USA. Two simultaneous bilinguals were exposed to Korean and English from birth, whereas two successive bilinguals were exposed to Korean from birth, but to English between 18 and 24 months. Three direct assessment tasks (i.e. narrative, vocabulary, and …
Nationwide insights on early childhood neurodevelopment during a global health crisis
Background: The COVID-19 pandemic has disrupted early childhood environments globally, raising concerns about its potential impacts on neurodevelopment. Although early childhood is a critical developmental period, large-scale evidence from South Korea - where strict social distancing and unique caregiving structures were in place - remains limited. We aim to evaluate age- and domain-specific neurodevelopmental outcomes among children aged 0-5 yea…
Linguistics (3 obras) · Psychology (3 obras) · Cognition (2 obras) · Developmental psychology (2 obras) · Language Development and Disorders (2 obras) · Language proficiency (2 obras) · Mathematics education (2 obras) · Neuroscience of multilingualism (2 obras) · Reading and Literacy Development (2 obras) · Social Psychology (2 obras)