Bio

Sun (Youngsun) Moon is a postdoctoral scholar at Stanford University. Her research centers on literacy development, especially how reading and spelling interact over time, and how assessment data can be used to better understand and support students’ literacy growth across diverse linguistic and educational backgrounds. Ultimately, her goal is to translate research into tools and practices that improve how we assess and support students’ reading and writing development.

At Stanford, she is part of the Rapid Online Assessment of Reading (ROAR) team at the Graduate School of Education, which develops silent, group-administered reading assessments that are open-source, research-based, efficient, and scalable for use in schools. With the ROAR team, she is currently working on expanding the ROAR suite and examining measurement bias (i.e., whether the assessments function differently for students from certain backgrounds).

Professional Education

  • Doctor of Philosophy, University of California Irvine, Education (2025)
  • Master of Education, University of California Irvine, Education (2023)
  • Master of Arts, Korea University, English Education (2019)
  • Bachelor of Arts, Korea University, English Education (2016)

Contact

  • Academic
    moonys@stanford.edu
    University - Scholar Department: Graduate School of Education Position: Postdoctoral Scholar

Additional Info

Links

Lab Affiliations

All Publications

  • Do the relations of vocabulary and attentional control with word reading and spelling change as a function of development and spelling scoring method? Journal of experimental child psychology Moon, Y., Grace Kim, Y. S. 2024; 246: 106019

    Abstract

    The current study examined the potentially changing relations of vocabulary knowledge and attentional control with word reading and spelling from Grade 2 to Grade 4. Spelling was scored using a conventional correctness score and an alternative nonbinary scoring method that reflects the degree of correctness (i.e., text distance). A total of 165 Grade 2 English-speaking children in the United States were longitudinally followed from Grade 2 to Grade 4 with annual assessments on word reading, spelling, vocabulary, and attentional control. Results from multiple linear regression models in each grade revealed that spelling was significantly related with vocabulary in Grades 3 and 4 and to attentional control in Grades 2 and 3. A reverse pattern emerged for word reading, where word reading was significantly related with vocabulary only in Grade 2 and to attentional control only in Grade 4. The results were similar for either spelling scoring method. Our findings underscore the dynamic relations of vocabulary and attentional control with word reading and spelling for children in Grades 2 to 4. Nonbinary scoring methods for spelling such as text distance might not provide additional insights compared with conventional correctness scores for the relations of vocabulary and attentional control with spelling.

    View details for DOI 10.1016/j.jecp.2024.106019

    View details for PubMedID 39033605

  • Effective writing instruction for students in grades 6 to 12: a best evidence meta-analysis READING AND WRITING Graham, S., Cao, Y., Kim, Y., Lee, J., Tate, T., Collins, P., Cho, M., Moon, Y., Chung, H., Olson, C. 2024

    View details for DOI 10.1007/s11145-024-10539-2

    View details for Web of Science ID 001207611000001

  • Comparing the quality of human and ChatGPT feedback of students' writing LEARNING AND INSTRUCTION Steiss, J., Tate, T., Graham, S., Cruz, J., Hebert, M., Wang, J., Moon, Y., Tseng, W., Warschauer, M., Olson, C. 2024; 91

    View details for DOI 10.1016/j.learninstruc.2024.101894

    View details for Web of Science ID 001211115000001

  • A Meta-Analysis of Writing Treatments for Students in Grades 6-12 JOURNAL OF EDUCATIONAL PSYCHOLOGY Graham, S., Kim, Y., Cao, Y., Lee, W., Tate, T., Collins, P., Cho, M., Moon, Y., Chung, H., Olson, C. 2023; 115 (7): 1004-1027

    View details for DOI 10.1037/edu0000819

    View details for Web of Science ID 001077452600006

  • Does reading mediate the relation between productive vocabulary and writing or is it the other way around? English Teaching Moon, Y., Kang, Y. 2023; 78 (4): 249-270

    View details for DOI 10.15858/engtea.78.4.202312.249

  • Predicting the Difficulty of EFL Tests Based on Corpus Linguistic Features and Expert Judgment LANGUAGE ASSESSMENT QUARTERLY Choi, I., Moon, Y. 2020; 17 (1): 18-42

    View details for DOI 10.1080/15434303.2019.1674315

    View details for Web of Science ID 000490684000001

  • Does Reading and Vocabulary Knowledge of Advanced Korean EFL Learners Facilitate Their Writing Performance? JOURNAL OF ASIA TEFL Moon, Y., Choi, J., Kang, Y. 2019; 16 (1): 149-162

    View details for DOI 10.18823/asiatefl.2019.16.1.10.149

    View details for Web of Science ID 000462787700010

https://orcid.org/0000-0001-6118-4796