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Dr PARK, Somin

Dr PARK, Somin

Assistant Professor

Academic Unit of Teacher Education and Learning Leadership


Qualification

PhD in Reading and Literacy in Early and Middle Childhood, The Ohio State University, USA
MA in Child and Family Studies, Yonsei University, South Korea
BA in Child Psychology and Education, Sungkyunkwan University, South Korea

Email

[javascript protected email address]

Phone

(852) 3917 5283

Location

Room 508, Meng Wah Complex

Research Expertise

  • Early Childhood Education
  • Literacies and Languages
  • Bilingualism and Multilingualism
  • Teacher Education and Development

Prospective PhD/ EdD/ MPhil Applications

I am available to supervise PhD/EdD/MPhil students and would welcome enquiries for supervision.

  • Early language and literacy development of preschool- and kindergarten- aged English monolingual and bilingual children
  • Evidence-based practices for supporting early language and literacy development for both English monolingual- and emergent bilingual- children
  • Teacher characteristics and experiences that support quality early language and literacy practices

Grants, Awards, and Honors 

  • Graduate School at The Ohio State University Alumni Grants for Graduate Research and Scholarship, The Ohio State University 
  • College of Education and Human Ecology Carol J. Fisher Graduate Support Fund in Reading and Literacy in Early Childhood, The Ohio State University 
  • College of Education and Human Ecology Laura G. Heichel Memorial Scholarship Fund in Teacher Education, The Ohio State University

  • Park, S & Piasta, S.B. (2022). Are there developmental patterns in emergent bilingual children's English letter-name knowledge?. Manuscript under review. 
  • Piasta, S.B., Bridges, M.S., Park, S., Nelson-Strouts, K., & Hikida, M. (2022). Teachers' content knowledge about oral language: Measure development and evidence of initial validity. Reading and Writing, 1-23.
  • Piasta, S.B., Park, S., Fitzgerald, L.R., & Libnoch, H.A. (2022). Young children's alphabet learning as a function of instruction and letter difficulty. Learning and Individual Difference, 93, 1-11.
  • Piasta, S.B., Park, S., Farley, K.S., Justice, L.M., & O'Connell, A.A. (2020). Early childhood educators' knowledge about language and literacy: Associations with practice and children's learning. Dyslexia, 26(2), 137-152. 
  • Piasta, S.B., Ramirez, P.S., Farlet, K.S., Justice, L.M., & Park, S. (2020). Exploring the nature of associations between educators' knowledge and their emergent literacy classroom practices. Reading and Writing, 1-24.
  • Park, S & Kim, M.S. (2019). Comparative study on type and function of gesture between Korean and Japanese children. Journal of Early Childhood Education (Korea), 39(6), 29-46.  

 

 

 

  • Conference Proposal Reviewer, American Educational Research Association
  • Reviewer, TESOL Journal 
  • Co-reviewer, Scientific Studies of Reading Journal 
  • Co-reviewer, Reading Research Quarterly