# James S. Kim ![James Kim Professional Headshot](/sites/g/files/omnuum4146/files/styles/hwp_1_1__360x360_scale/public/jameskim/files/kim_jimmy_professional_headshot_1.jpg?itok=8hB88Mo-) James Kim is an expert on literacy intervention and experimental design. His professional mission is to conduct a systematic program of policy relevant research in literacy that focuses on improving outcomes for low-income students and struggling readers at scale. He leads the [ READS Lab (Research Enhances Adaptations Designed for Scale in Literacy)](https://www.readslab.org/), a joyful, agile research team that builds long-term partnerships with school districts to solve grand challenges in literacy and education. His research priority is to understand how building students’ domain knowledge and reading engagement can foster long-term improvements in reading comprehension. Consistent with the principles of Open Science, the READS Lab promotes open data, open materials, preregistration information, and replication data for its core experimental studies. The Model of Reading Engagement (MORE), a spiraled and sustained content literacy intervention co-developed by researchers and schoolteachers, has been shown to improve first to third-grade students’ reading comprehension in science, English language arts, and math. A review by the U.S. Department of Education’s indicated that [research on MORE meets WWC standards without reservation](https://ies.ed.gov/ncee/wwc/Study/90650) and [long-term follow-up suggests that the impact of MORE persists through fourth grade](https://psycnet.apa.org/fulltext/2024-55174-001.html). Kim’s core value is to be a servant leader, who serves school districts and scholars. His vision is to inspire all learners to know the written word and to find beauty, goodness, and truth in the natural and social world. He holds an Ed.D. from Harvard University. [ James Kim CV arrow\_circle\_right ](/resource/240529-cv-jameskim-updatedpdf) ## Recent Publications Download 6 citations download- [BibTeX](/bibcite/export?pager_style=no_pager&number_of_items=6&sort_field=bibcite_year--desc&taxonomy_filters%5Bfield_publication_year%5D&&additional_filters%5Btype%5D%5B0%5D%5Bvalue%5D%5B0%5D=journal_article&additional_filters%5Btype%5D%5B0%5D%5Boperator%5D=IN&format=bibtex) - [EndNote X3 XML](/bibcite/export?pager_style=no_pager&number_of_items=6&sort_field=bibcite_year--desc&taxonomy_filters%5Bfield_publication_year%5D&&additional_filters%5Btype%5D%5B0%5D%5Bvalue%5D%5B0%5D=journal_article&additional_filters%5Btype%5D%5B0%5D%5Boperator%5D=IN&format=endnote8) - [EndNote 7 XML](/bibcite/export?pager_style=no_pager&number_of_items=6&sort_field=bibcite_year--desc&taxonomy_filters%5Bfield_publication_year%5D&&additional_filters%5Btype%5D%5B0%5D%5Bvalue%5D%5B0%5D=journal_article&additional_filters%5Btype%5D%5B0%5D%5Boperator%5D=IN&format=endnote7) - [Endnote tagged](/bibcite/export?pager_style=no_pager&number_of_items=6&sort_field=bibcite_year--desc&taxonomy_filters%5Bfield_publication_year%5D&&additional_filters%5Btype%5D%5B0%5D%5Bvalue%5D%5B0%5D=journal_article&additional_filters%5Btype%5D%5B0%5D%5Boperator%5D=IN&format=tagged) - [Marc](/bibcite/export?pager_style=no_pager&number_of_items=6&sort_field=bibcite_year--desc&taxonomy_filters%5Bfield_publication_year%5D&&additional_filters%5Btype%5D%5B0%5D%5Bvalue%5D%5B0%5D=journal_article&additional_filters%5Btype%5D%5B0%5D%5Boperator%5D=IN&format=marc) - [PubMedId](/bibcite/export?pager_style=no_pager&number_of_items=6&sort_field=bibcite_year--desc&taxonomy_filters%5Bfield_publication_year%5D&&additional_filters%5Btype%5D%5B0%5D%5Bvalue%5D%5B0%5D=journal_article&additional_filters%5Btype%5D%5B0%5D%5Boperator%5D=IN&format=pubmed_id) - [RIS](/bibcite/export?pager_style=no_pager&number_of_items=6&sort_field=bibcite_year--desc&taxonomy_filters%5Bfield_publication_year%5D&&additional_filters%5Btype%5D%5B0%5D%5Bvalue%5D%5B0%5D=journal_article&additional_filters%5Btype%5D%5B0%5D%5Boperator%5D=IN&format=ris) ### 2025 Relyea JE, Burkhauser M, Mosher D, Wei Z, Tvedt JN, Kim JS. [Asset‐Based Implementation of Structured Adaptations in an Online Third‐Grade Content Literacy Intervention](/publication/asset-based-implementation-structured-adaptations-online-third-grade-content-literacy-0). Reading Research Quarterly. 2025;4. Relyea JE, Burkhauser M, Mosher D, Wei Z, Tvedt JN, Kim JS. [Asset‐Based Implementation of Structured Adaptations in an Online Third‐Grade Content Literacy Intervention](/publication/asset-based-implementation-structured-adaptations-online-third-grade-content-literacy-0). Reading Research Quarterly. 2025;4. - [ descriptionPublisher's Version](https://ila-onlinelibrary-wiley-com.ezp-prod1.hul.harvard.edu/doi/10.1002/rrq.70048) - [ descriptionPublisher's Version](https://ila-onlinelibrary-wiley-com.ezp-prod1.hul.harvard.edu/doi/10.1002/rrq.70048) [Estimating Causal Effects on Psychological Networks Using Item Response Theory](/publication/estimating-causal-effects-psychological-networks-using-item-response-theory). Psychological Methods. 2025. [Estimating Causal Effects on Psychological Networks Using Item Response Theory](/publication/estimating-causal-effects-psychological-networks-using-item-response-theory). Psychological Methods. 2025. - [ descriptionPublisher's Version]() - [ descriptionPublisher's Version]() ### 2024 Asher CA, Scherer E, Kim J, Tvedt JN. [Understanding Heterogeneous Patterns of Family Engagement With Educational Technology to Inform School-Family Communication in Linguistically Diverse Communities.](/publications/understanding-heterogeneous-patterns-family-engagement-educational-technology) Educational Researcher. 2024. Asher CA, Scherer E, Kim J, Tvedt JN. [Understanding Heterogeneous Patterns of Family Engagement With Educational Technology to Inform School-Family Communication in Linguistically Diverse Communities.](/publications/understanding-heterogeneous-patterns-family-engagement-educational-technology) Educational Researcher. 2024. Mosher DM, Burkhauser M, Kim J. [Improving Second-Grade Reading Comprehension Through a Sustained Content Literacy Intervention: A Mixed-Methods Study Examining the Mediating Role of Domain-Specific Vocabulary.](/publications/improving-second-grade-reading-comprehension-through-sustained-content) Journal of Educational Psychology. 2024;116(4):550–568. Mosher DM, Burkhauser M, Kim J. [Improving Second-Grade Reading Comprehension Through a Sustained Content Literacy Intervention: A Mixed-Methods Study Examining the Mediating Role of Domain-Specific Vocabulary.](/publications/improving-second-grade-reading-comprehension-through-sustained-content) Journal of Educational Psychology. 2024;116(4):550–568. Relyea JE, Kim J, Rich P, Fitzgerald J. [Effects of Tier I Content Literacy Intervention on Early-Grade English Learners’ Reading and Writing: Exploring the Mediating Roles of Domain-Specific Vocabulary and Oral Language Proficiency](/publications/effects-tier-i-content-literacy-intervention-early-grade-english-learners%E2%80%99). Journal of Educational Psychology. 2024. Relyea JE, Kim J, Rich P, Fitzgerald J. [Effects of Tier I Content Literacy Intervention on Early-Grade English Learners’ Reading and Writing: Exploring the Mediating Roles of Domain-Specific Vocabulary and Oral Language Proficiency](/publications/effects-tier-i-content-literacy-intervention-early-grade-english-learners%E2%80%99). Journal of Educational Psychology. 2024. Gilbert JB, Kim J, Miratrix LM. [Leveraging Item Parameter Draft to Assess Transfer Effects in Vocabulary Learning](/publications/leveraging-item-parameter-draft-assess-transfer-effects-vocabulary-learning). Applied Measurement in Education. 2024. Gilbert JB, Kim J, Miratrix LM. [Leveraging Item Parameter Draft to Assess Transfer Effects in Vocabulary Learning](/publications/leveraging-item-parameter-draft-assess-transfer-effects-vocabulary-learning). Applied Measurement in Education. 2024. [ More Publications arrow\_circle\_right ](/publications)