2/6/2024
Using the Science of Writing to Support Literacy Instruction With Dr. Young-Suk Kim
“Reading is very complex, writing is very complex, but all these skills are not really arranged in an unorganized way, but they are instead actually clustered in a very organized way.”
—Dr. Young-Suk Kim, School of Education, University of California-Irvine
All for Literacy, Season 2, Episode 3
56 minutes
How intrinsically linked are the skills for reading and writing?
In season 2, episode 3, of All For Literacy, Dr. Young-Suk Kim joins host Dr. Liz Brooke for a technically in-depth conversation about the interconnectedness of reading and writing skills.
In tandem with a provided visual aid, Kim and Brooke deeply explore the Direct and Indirect Effects Model of Writing (DIEW). Proposed by Kim after her extensive research into the subject of literacy, the DIEW model breaks down individual components needed to master writing skills which include reading skills often discussed on All For Literacy.
After listening, educators and administrators will understand how to:
Shape instruction planning around foundational skills
Optimize student success by integrating reading and writing instruction
Implement differentiated instruction by using screeners and assessments
Kim’s evidence-backed model provides actionable guidance for listeners who want to strengthen reading and writing instruction to best support their students’ entire academic journey. Tune into Episode 14 of All For Literacy for a masterclass on translating the science behind language and literacy development in daily classroom practices.
Episode Breakdown
(01:41) – Kim’s early career and academic interests
(06:51) – What we know it takes to develop writing skills
(14:16) – Introduction to the Direct and Indirect Effects Model of Writing (DIEW)
(22:14) – What teachers should take away from the DIEW model
(26:17) – How the hierarchy of skills influences instruction
(31:22) – How the DIEW model impacts upper-grade instruction
(37:05) – Balancing reading and writing instruction for optimal results
(40:56) – Using screeners and assessments to implement differentiated instruction
(46:18) – The link between reading comprehension and written composition
About the Guest
Dr. Young-Suk Kim is a professor and senior associate dean at the School of Education at the University of California–Irvine. She focuses on understanding language and literacy development and effective instruction for racially, ethnically, economically, and linguistically diverse students.
Mentioned in this Episode
Liz Brooke, X @LizCBrooke
Dr. Young-Suk Kim, X @YoungSukKim19
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