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. He leads the READS Lab (Research Enhances Adaptations Designed for Scale in Literacy), a research-based collaborative initiative to identify and scale adaptive solutions for improving children’s literacy learning opportunities and outcomes. As part of the Reach Every Reader (RER) Initiative, the READS Lab is partnering with practitioners in the Charlotte-Mecklenburg Schools (CMS) and researchers at the MIT Integrated Learning Initiative (MITili) and Florida State University to improve Kindergarten to Grade 3 reading outcomes. His current research priority is to understand how building children’s domain knowledge and reading engagement can foster long-term improvements in reading comprehension. He serves on the editorial boards of Reading Research Quarterly, the Journal of Educational Psychology, and the Journal of Research on Educational Effectiveness. Prior to graduate school, he was a middle school US history teacher.
- Improving Reading Comprehension, Science Domain Knowledge, and Reading Engagement through a First-Grade Content Literacy Intervention.
- Experimental Effects of Program Management Approach on Teachers’ Professional Ties and Social Capital
- Relations Among Intrinsic and Extrinsic Motivation, Reading Amount, and Comprehension: A Conceptual Replication.
- “What Does Retelling ‘Tell” about Children’s Reading Proficiency?"
- Exploring the Relationship Between Reading Engagement and Reading Comprehension by Achievement Level