Kim, J. S., Gilbert, J. B., Relyea, J. E., Rich, P., Scherer, E., Burkhauser, M. A., & Tvedt, J. N. (2024). Time to transfer: Long-term effects of a sustained and spiraled content literacy intervention in the elementary grades. Developmental Psychology. Advance online publication. https://doi.org/10.1037/dev0001710

Relyea, J. E., Kim, J. S., Rich, P., & Fitzgerald, J. (2024). Effects of tier 1 content literacy intervention on early-grade English learners’ reading and writing: Exploring the mediating roles of domain-specific vocabulary and oral language proficiency.Journal of Educational Psychology. Advance online publication. https://doi.org/10.1037/edu0000882

Gilbert, J. B., Domingue, B. W., & Kim, J. S. (2025). Estimating causal effects on psychological networks using item response theory. Psychological Methods. Advance online publication. https://dx.doi.org/10.1037/met0000764

Relyea, J. E., Gilbert, J.B. Burkhauser, M.A, Scherer, E. Mosher, D.M, Wei, Z. Tvedt, J.N. and Kim, J.S. (2024). Effectiveness of Structured Teacher Adaptations to an Online Content Literacy Intervention for Third Graders: A Randomized Controlled Trial During COVID-19. (EdWorkingPaper: 24-1001). Retrieved from Annenberg Institute at Brown University: https://doi.org/10.26300/ztcp-v322

Kim, J. S., Burkhauser, M. A., Relyea, J. E., Gilbert, J. B., Scherer, E., Fitzgerald, J., Mosher, D., & McIntyre, J. (2023). A longitudinal randomized trial of a sustained content literacy intervention from first to second grade: Transfer effects on students’ reading comprehension. Journal of Educational Psychology, 115(1), 73–98. https://doi.org/10.1037/edu0000751

Kim, J. S., Relyea, J. E., Burkhauser, M. A., Scherer, E., & Rich, P. (2021). Improving elementary grade students’ science and social studies vocabulary knowledge depth, reading comprehension, and argumentative writing: A conceptual replication. Educational Psychology Review, 33(4), 1935-1964.

Kim, J. S., Burkhauser, M. A., Mesite, L. M., Asher, C. A., Relyea, J. E., Fitzgerald, J., & Elmore, J. (2021). Improving reading comprehension, science domain knowledge, and reading engagement through a first grade content literacy intervention. Journal of Educational Psychology, 113(1), 3–26. https://doi-org.ezp-prod1.hul.harvard.edu/10.1037/edu0000465

Mosher, D. M., & Kim, J. S. (2024). Building a Science of Teaching Reading and Vocabulary: Experimental Effects of Structured Supplements for a Read Aloud Lesson on Third Graders’ Domain-Specific Reading Comprehension. Scientific Studies of Reading, 1–25. https://doi.org/10.1080/10888438.2024.2368145

Gilbert, J. B., Kim, J. S., & Miratrix, L. W. (2024). Leveraging item parameter drift to assess transfer effects in vocabulary learning. Applied Measurement in Education, 37(3).

Mosher, D.M., Burkhauser, M.A., Kim, J.S. (2024). Improving second-grade reading comprehension through a sustained content literacy intervention: A mixed-methods study examining the mediating role of domain-specific vocabulary. Journal of Educational Psychology. 116(4), 550-568.
https://doi.org/10.1037/edu0000868.

Asher, C. A., Scherer, E., Kim, J. S., & Tvedt, J. N. (2024). Understanding Heterogeneous Patterns of Family Engagement With Educational Technology to Inform School-Family Communication in Linguistically Diverse Communities. Educational Researcher, 0(0). https://doi.org/10.3102/0013189X241238651

Mozer, R., Miratrix, L., Relyea, J. E., & Kim, J. S. (2023). Combining Human and Automated Scoring Methods in Experimental Assessments of Writing: A Case Study Tutorial. Journal of Educational and Behavioral Statistics, 0(0).
https://doi.org/10.3102/10769986231207886

Gilbert, J. B., Kim, J. S., & Miratrix, L. W. (2023). Modeling Item-Level Heterogeneous Treatment Effects With the Explanatory Item Response Model: Leveraging Large-Scale Online Assessments to Pinpoint the Impact of Educational Interventions. Journal of Educational and Behavioral Statistics, 10769986231171710.

Asher, C.A., Scherer, E., Kim, J. S. (2022). Using a Factorial Design to Maximize the Effectiveness of a Parental Text Messaging Intervention. Journal of Research on Educational Effectiveness.

Kim, J. S., Asher, C. A., Burkhauser, M., Mesite, L., & Leyva, D. (2019). Using a Sequential Multiple Assignment Randomized Trial (SMART) to Develop an Adaptive K–2 Literacy Intervention With Personalized Print Texts and App-Based Digital Activities. AERA Open. https://doi.org/10.1177/2332858419872701

Kim, J., Gilbert, J., Yu, Q., & Gale, C. (2021). Measures matter: A meta-analysis of the effects of educational apps on preschool to grade 3 children’s literacy and math skills. AERA Open, 7 23328584211004183.