James Kim

Professor of Education

Harvard University

United States

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James Kim is a Professor of Education at Harvard University, located in the United States. His research areas include content literacy interventions, family engagement with educational technology, and the impact of literacy curricula on student outcomes. Recent publications focus on enhancing reading comprehension and vocabulary in elementary education through structured interventions.

Articles (12)

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2025

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2025

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2024

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2024

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2024

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2024

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2024

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2023

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2023

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2023

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2021

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2021

Collaborators (6)

Laura Mesite

Harvard University

UNITED STATES

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Ethan Scherer

Director, READS Lab

Harvard University

UNITED STATES

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Yaacov Petscher

Florida State University

UNITED STATES

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Jackie Relyea

Assistant Professor

North Carolina State University

UNITED STATES

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Ashley Edwards

Florida State University

UNITED STATES

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Luke Miratrix

Associate Professor

UNITED STATES

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James Kim

Research Interests

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Articles (12)

Impact of a content-rich literacy curriculum on kindergarteners’ vocabulary, listening comprehension, and content knowledge.

Asset‐Based Implementation of Structured Adaptations in an Online Third‐Grade Content Literacy Intervention

Understanding Heterogeneous Patterns of Family Engagement With Educational Technology to Inform School-Family Communication in Linguistically Diverse Communities

Time to transfer: Long-term effects of a sustained and spiraled content literacy intervention in the elementary grades.

Leveraging Item Parameter Drift to Assess Transfer Effects in Vocabulary Learning

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

Improving second-grade reading comprehension through a sustained content literacy intervention: A mixed-methods study examining the mediating role of domain-specific vocabulary.

A longitudinal randomized trial of a sustained content literacy intervention from first to second grade: Transfer effects on students’ reading comprehension.

The COVID-19 impact on reading achievement growth of Grade 3–5 students in a U.S. urban school district: variation across student characteristics and instructional modalities

Modeling Item-Level Heterogeneous Treatment Effects With the Explanatory Item Response Model: Leveraging Large-Scale Online Assessments to Pinpoint the Impact of Educational Interventions

Improving Elementary Grade Students’ Science and Social Studies Vocabulary Knowledge Depth, Reading Comprehension, and Argumentative Writing: a Conceptual Replication

Improving reading comprehension, science domain knowledge, and reading engagement through a first-grade content literacy intervention.

Collaborators (6)

Laura Mesite

Ethan Scherer

Yaacov Petscher

Jackie Relyea

Ashley Edwards

Luke Miratrix

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