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“Kim somehow manages to completely dissect the intricacies of reading and writing development while bringing all elements into a cohesive narrative of what it means to help students become literate. Teacher preparation programs should absolutely use this book to help new educators understand the complexities and implications of their instruction. Educators who are new to reading science need this book to ensure that they are skillfully integrating instruction to maximize their impact and produce socially significant outcomes for all learners. This book is just what the field needs right now.”

—Leslie Zoroya, MA, Project Director, Reading/Language Arts, Los Angeles County Office of Education


“Learning to read and write are complex, interdependent processes. This book emphasizes the importance of learning and teaching foundational skills, including oral language skills, as the basis for developmentally appropriate instruction in both reading and writing. Kim also addresses the important roles of socioemotional factors and executive functioning in literacy development, as well as the assets that multilingual learners bring to their learning. I recommend this book for graduate-level courses in literacy development. Readers will benefit from the thorough presentation of both seminal and current research on literacy development, multilingual learning, differentiating instruction, and assessment. Throughout, Kim provides classroom connections, giving practitioners concrete strategies for implementing research-based instruction.”

—Pamela A. Mason, EdD, Chair, Literacy and Languages Concentration, Harvard Graduate School of Education


“Brilliantly bridges the research–practice gap by presenting literacy development through an integrated, evidence-based framework that moves beyond fragmented skill instruction. Kim's accessible synthesis of multiple frameworks for reading and writing makes complex developmental science not just understandable but actionable for practitioners. This book is essential for teacher educators, literacy coaches, graduate students in reading education or communication sciences and disorders, and anyone who cares deeply about literacy outcomes.”

—Tiffany P. Hogan, PhD, CCC-SLP, Department of Communication Sciences and Disorders, MGH Institute of Health Professions


“This book provides a much-needed corrective to the longstanding treatment of reading and writing as separate and siloed. Kim reminds us that reading and writing emerge from a shared foundation in oral language—success or struggle in one does not occur without the other and cannot be understood in isolation. This book is an essential contribution with important implications for theory, research, policy, and practice.”

—Timothy N. Odegard, PhD, Department of Psychology, Middle Tennessee State University

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Table of Contents

Foreword, Steve Graham

I. The Science of Reading

1. Reading Products, Processes, and Component Skills and Knowledge

2. Direct and Indirect Effects Model of Reading

3. Structural Relations among Skills and Knowledge According to DIER

4. Implications of DIER

5. Application of DIER to Diverse Learners

II. The Science of Writing

6. Writing Products, Processes, and Component Skills and Knowledge

7. Direct and Indirect Effects Model of Writing

8. Structural Relations among Skills and Knowledge According to DIEW

9. Implications of DIEW: Supporting All Students to Become Power Writers

10. Application of DIEW to Diverse Learners

III. The Science of Reading-Writing and Writing-Reading Connections

11. Reading-Writing Relations: Theoretical Framework

12. Implications of Reading-Writing Relations According to the Interactive Dynamic Literacy Model

IV. The Science of Learning and Teaching: Principles for Effective Literacy Instruction

13. Theory- and Evidence-Based Assessment and Teaching Approaches: What and How

14. Durable Robust Learning

References

Index

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About the Author

Young-Suk Grace Kim, EdD, is Professor and former Senior Associate Dean at the School of Education, University of California, Irvine. Previously she taught at Florida State University, where she served as Associate Director of the Florida Center for Reading Research. A former classroom teacher in San Francisco and in South Korea, Dr. Kim focuses her research on language and literacy development and effective instruction for racially, ethnically, economically, and linguistically diverse children. She is a Fellow of the American Educational Research Association and a recipient of the Presidential Early Career Award for Scientists and Engineers. Dr. Kim currently serves as Editor of both the Journal of Educational Psychology and Scientific Studies of Reading, and has held leadership roles within national and international organizations.

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Audience

Teachers of children ages 5–17 (grades K–12); literacy specialists and coaches; staff developers; teacher educators and students.

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Course Use

Will serve as a supplemental text in advanced undergraduate- and graduate-level courses in elementary and secondary ELA methods.