Dr. Young-Suk Grace Kim joins us on this episode to discuss the Direct and Indirect Effects Model of Reading (DIER). DIER builds on and adds to other models of reading (i.e., SVR or Scarborough’s Rope). It encompasses a wide range of factors, including morphological awareness, text reading fluency, and higher-order cognitions, all integrated into a single framework. Additionally, the DIER model sheds light on the interrelations among these component skills, emphasizing hierarchical, interactive, and dynamic relationships. There is a lot to unpack in this episode and plenty of implications for instruction and assessment.

Dr. Kim is a professor and senior associate Dean at the school of education, University of California at Irvine

Link to DIER model to follow along: https://www.researchgate.net/figure/The-direct-and-indirect-effects-model-of-reading-DIER-Y-S-G-Kim-2020a-2020b_fig1_369830051

Reference:

Kim, Y.S. (2023). Simplicity meets complexity expanding the simple view of reading with the direct and indirect effects model of reading. In S.Q. Cabell, S.B. Neuman, & N.P. Terry (Eds.), Handbook on the Science of Early Literacy. Guilford.