Veronica Kang

Assistant Professor

University of Maryland at College Park

United States

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Dr. Veronica Kang is an Assistant Professor at the University of Maryland, College Park, USA. Her research focuses on early intervention and special education, specifically examining the experiences of immigrant parents, enhancing literacy instruction, and leadership pathways in educational settings. Recent publications include studies on acculturative stress, dual language literacy interventions, and systematic reviews of teaching methodologies.

Articles (17)

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2025

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2020

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2020

Collaborators (7)

Amanda Passmore

Assistant Professor

Elmhurst College

UNITED STATES

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Youn-Jeng Choi

Ewha Womans University

SOUTH KOREA

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Daniel M. Maggin

University of Chicago

UNITED STATES

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Sunyoung Kim

University of Chicago

UNITED STATES

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Kary Zarate

University of Chicago

UNITED STATES

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Hyejung Kim

Binghamton University

UNITED STATES

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Jason C. Chow

University of Maryland

UNITED STATES

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Veronica Kang

Research Interests

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Articles (17)

From Provider to Leader: Investigating Pathways to Provider-Based Leadership in EI/ECSE

Systematic Review and Meta-Analysis of Enhanced Milieu Teaching

“It Is Natural for Children With and Without Disabilities to Get Along Together”

Examining Acculturative Stress and Copings Among Korean Immigrant Parents of Children with Developmental Disabilities

Validation of the Inclusion Scale

First-Generation Korean Immigrant Parents’ Experience and Perception of Dual Language English Literacy Intervention for their Young Children in the United States

“We need to prepare and adjust”: The school readiness beliefs and practices of Korean families with preschool-aged children

Training paraprofessionals to collect reading fluency data with accuracy

Effects of Enhanced Milieu Teaching and Book Reading on the Target Word Approximations of Young Children With Language Delay

Experiences of Family Collaboration in Early Intervention among Korean and Chinese Caregivers

Voices of Community-Based Program Volunteers for Korean Americans with Severe Disabilities

Korean-American Mothers’ Perceptions of Self-Determination of Primary School Children with Autism Spectrum Disorder

Online Literacy Instruction for Young Korean Dual Language Learners in General Education

Experiences and Impact of Having Children with Autism Spectrum Disorder on the Lives of Their Korean-American Mothers

The Effect of Enhanced Milieu Teaching on Vocabulary Acquisition for Korean American Children With Down Syndrome

iPad® Video Prompting to Teach Cooking Tasks to Korean American Adolescents With Autism Spectrum Disorder

Social Stories™ with Self-Modeling to Teach Social Play Behaviors to Korean American Children with Autism

Collaborators (7)

Amanda Passmore

Youn-Jeng Choi

Daniel M. Maggin

Sunyoung Kim

Kary Zarate

Hyejung Kim

Jason C. Chow

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