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Porter, H., Kim, K., Franzak, J., & MacDonald, K.. (2020). Reframing and repositioning college readers' assumptions about reading through eye movement miscue analysis. Journal of Adolescent and Adult Literacy, 63(5), 519-528. doi:10.1002/jaal.1033
Liwanag, M. P. S. U., Kim, K., Tucker, S., & Harrison, N.. (2020). Understanding manifestations of reading through eye movement miscue analysis. In K. Whitmore & Meyer, R. (Eds.), Reclaiming Literacies as Meaning Making: Manifestations of Values, Identities, Relationships, and Knowledge. (pp. 51-60). New York: Taylor & Francis.
Kim, K., & Meyer, R.. (2017). Two curricular worlds: Home and school. In Reclaiming early childhood literacies: Narratives of hope, power, and vision. New York: Routledge.
Kim, K. (2012). How readers process Japanese orthography In two different texts. In Reading In Asian Languages. New York and London : Routledge Taylor & Francis Group.
Kim, K., & Brown, J.. (2012). Transforming Pre-service teacher's perceptions of reading through their experience and reflection on EMMA. In Critical Issues in Literacy Pedagogy: Notes from the Trenches. San Diego, CA: University Readers.
Brown, J., Kim, K., & O'Brien Ramirez, K.. (2012). What a teacher hears, what a reader sees: Eye movements from a phonics-taught second grader. Journal of Early Childhood Literacy, 12(2), 202-222. doi:10.1177/1468798411417081
Kim, K., Brown, J., & Knox, M.. (2007). Eye movement and strategic reading. In Critical Issues in Early Literacy: Research and Pedagogy (pp. 47-58). New Jersey: Lawrence Erlbaum Associates.