Articles in Peer-Reviewed Journals
Moon, Y. & Kim, Y.-S. G. (2024). Examining the word reading-spelling relation while accounting for vocabulary and attentional control for English-speaking children: Do they differ by how spelling is scored? Journal of Experimental Child Psychology. 246, 106019.
Steiss, J., Tate, T. P., Graham, S., Cruz, J., Hebert, M., Wang, J., Moon, Y., Tseng, W., Warschauer, M. (2024). Comparing the quality of human and ChatGPT feedback on students’ writing. Learning and Instruction. 91. 101894.
Graham, S., Cao, T., Kim, Y., Lee, W., Tate, T., Collins, T., Cho, M., Moon, Y., Chung, H., Olson, C. (2024). Effective writing instruction for students in grades 6 to 12: A best evidence meta-analysis. Reading and Writing.
Moon, Y., & Kang, Y. (2023). Does reading mediate the relation between productive vocabulary and writing or is it the other way around? English Teaching, 78(4), 249-270.
Graham, S., Kim, Y.-S., Cao, Y., Lee, W., Tate, T., Collins, P., Cho, M., Moon, Y., Chung, H. Q., & Olson, C. B. (2023). A meta-analysis of writing treatments for students in grades 6 to 12. Journal of Educational Psychology. 115(7), 1004–1027.
Choi, I-C., & Moon, Y. (2019). Predicting the difficulty of EFL tests based on corpus linguistic features and expert judgment. Language Assessment Quarterly. 18(5), 530-546.
Moon, Y., & Choi, I-C. (2019). Salient linguistic features of EFL learner spoken corpus elicited by a computerized speaking test. Multimedia-Assisted Language Learning, 22(3), 54-83.
Moon, Y., Choi, J., & Kang, Y. (2019). Does reading and vocabulary knowledge of advanced Korean EFL learners facilitate their writing performance? Asia TEFL, 16(1), 149-162.
Moon, Y., & Choi, I-C. (2018). A comparability study of two standardized EFL tests. Language Research, 54(2), 277-329.
Choi, J., Moon, Y., Paek, J. K., & Kang, Y. (2018). Examining the relationship between reading and writing of advanced Korean EFL learners. Korean Journal of Applied Linguistics, 34(1), 91-116.
Moon, Y. (2017). Are different types of vocabulary needed for comprehending general and academic texts? English Teaching, 72(3), 47-68.
Moon, Y. (2017). Examining the appropriateness of the vocabulary size test in Korean EFL context. Foreign Languages Education, 24(3), 23-45.
Moon, Y., & Luo, B. B. (2017). L1-L2 reading comprehension transferability in factual and inferential tasks. Korean Journal of Applied Linguistics, 33(1), 61-89.
Manuscripts Under Review
Moon, Y., Steiss, J., Kim, Y.-S. G., & Tate, T. P. (Under review). Variations in growth across features of argumentative writing in history classrooms: Do they differ by their grade level or EL status? Journal of Writing Research.
Dissertation Studies in Progress
Study 1: The developmental relation between spelling and word reading: Does it vary as a function of spelling scoring methods? (Ready for submission) Target journal: Reading and Writing.
Study 2: Spelling development of Spanish-English emergent bilingual children from Grade 1 to Grade 3: Does instructional program and spelling scoring method matter? (Ready for submission) Target journal: Reading Research Quarterly.
Study 3: Examining child- and word-factors for English spelling development: A longitudinal study. (Analysis stage) Target journal: Scientific Studies of Reading.
Government Issued Textbook Unit
Moon, Y. (2019). Learning how you learn. In I-C. Choi, W. Seo, Y. Lee, J. Kim, Y. Jeon, M. Ra, Y. Moon, & K. Rubadeau (Eds.), High School English II (pp. 8-29). Seoul: Kumsung.
Youngsun Moon 