“Interactive Dynamic Literacy Model: An Integrative Theoretical Framework for Reading-Writing Relations”

Professor Young-Suk Kim has contributed a chapter in new book Reading-Writing Connections: Toward Integrative Literacy Science. Edited by Rui A. Alves, Teresa Limpo, R. Malatesha Joshi, this publication is Volume 19 in the Literary Studies book series.

The title of Kim's chapter is “Interactive Dynamic Literacy Model: An Integrative Theoretical Framework for Reading-Writing Relations.”

​Kim's research foci include language, cognition, reading, writing, development, bilingual and biliteracy acquisition, dual language learners, and English learners. As director of UCI's Language, Literacy, and Learning (L3) Lab, she is particularly interested in examining how various factors co-develop and interact each other. 

Watch Kim discuss her research with Dean Richard Arum here (21:00)

Chapter Abstract

I propose an integrative theoretical framework for reading and writing acquisition, called the interactive dynamic literacy model, after reviewing theoretical models of reading and writing, and recent efforts in integrating theoretical models within reading and writing, respectively. The central idea of the interactive dynamic literacy model is that reading and writing are inter-related, developing together, largely due to a shared constellation of skills and knowledge. Four core hypotheses of the interactive dynamic literacy model include (1) hierarchical structure of component skills with direct and indirect relations; (2) interactive relations between component skills, and between reading and writing; (3) co-morbidity of reading and writing difficulties; and (4) dynamic relations (relations change as a function of development, learner characteristics, and reading and writing measurement). Implications and future work are discussed.