READS Lab Publications


Wantchekon, K., & Kim, J.S. (2019). Exploring the Relationship Between Reading Engagement and Reading Comprehension by Achievement Level. Reading & Writing Quarterly. DOI: 10.1080/10573569.2019.1594474

Qin, W., Kingston, HC., & Kim, J.S. (2019). "What Does Retelling 'Tell'" about Children's Reading Proficiency? First Language, 39(2): 177-199.


Troyer, M., Kim, J.S., Hale, E., Wantchekon, K., & Armstrong, C. (2018) Relations Among Intrinsic and Extrinsic Motivation, Reading Amount, and Comprehension: A Conceptual Replication. Reading and Writing, An Interdisciplinary Journal. 

Quinn, D. M., & Kim, J. S. (2018). Experimental effects of program management approach on teachers’ professional ties and social capital. Educational Evaluation and Policy Analysis, 40(2): 196-218. DOI: 10.3102/0162373717742198


Quinn, D. M., & Kim, J. S. (2017). Scaffolding fidelity and adaptation in educational program implementation: Experimental evidence from a literacy intervention. American Educational Research Journal , 54 (6), 1187-1220. DOI:


Cooc, N., & Kim, J. S. (2017). Peer influence on children’s reading skills: A social network analysis of elementary school classrooms. Journal of Educational Psychology , 109 (5), 727-740.

Kim, J. S., Burkhauser, M. A., Quinn, D. M., Guryan, J., Kingston, H. C., & Aleman, K. (2017).Effectiveness of structured teacher adaptations to an evidence-based summer literacy program. Reading Research Quarterly , 52 (4), 443–467.


Kim, J. S., Hemphill, L., Troyer, M., Thomson, J. M., Jones, S. M., LaRusso, M., & Donovan, S.(2016). Engaging struggling adolescent readers to improve reading skills. Reading Research Quarterly.

Kim, J. S., Guryan, J., White, T. G., Quinn, D. M., Capotosto, L., & Kingston, H. C. (2016).Delayed effects of a low-cost and large-scale summer reading intervention on elementary school children’s reading comprehension. Journal of Research on Educational Effectiveness , 9 (1), 1-22 . Taylor & Francis.

Lynch, K., & Kim, J. S. (2016). Effects of a summer mathematics intervention for low-income children. Educational Evaluation and Policy Analysis.

Capotosto, L., & Kim, J. S. (2016). Literacy discussions in low-income families: The effect of parent questions on fourth graders’ retellings. First Language, 36 (1), 50-70 . SAGE Publications.

Guryan, J., Kim, J. S., & Park, K. S. (2016). Motivation and incentives in education: Evidence from a summer reading experiment. Economics of Education Review, 55, 1-20.



White, T. G., Kim, J. S., Kingston, H. C., & Foster, L. (2014). Replicating the effects of a teacher-scaffolded voluntary summer reading program: The role of poverty. Reading Research Quarterly, 49 (1), 5-30.



Kim, J. S., & Quinn, D. M. (2013). The effects of summer reading on low-income children’s literacy achievement from kindergarten to grade 8: A meta-analysis of classroom and home interventions. Review of Educational Research, 83 (3), 386-431.

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READS Lab, Graduate School of Education, Cambridge, MA  02138

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