Ph.D. in Special Education, University of Texas at Austin, 2022

M.A. in Special Education, University of Nebraska-Lincoln, 2018

B.Ed. in Special Education, Southwest University, 2017

Mathematics Learning Disabilities

Cognitive and Academic Correlates of Mathematics Learning

Intensive Intervention in Mathematics

Meta-Analysis

Assistant Professor of Special Education, University of Macau, 08/2022-present    

• Han, X.N. & Lin, X. (2024). Investigating the features of mathematics writing among Chinese students. Reading and Writing. Advance online publication. http://dx.doi.org/10.1007/s11145-024-10547-2
  • Xiaonan Han is a doctoral student at University of Macau

• Rojo, M., Gersib, J., Powell, S. R., Shen, Z., King, S. G., Akther, S. S., Arsenault, T. L., Bos, S. E., Lariviere, D. O. & Lin, X. (2024). A meta-analysis of mathematics interventions: Examining the impacts of intervention characteristics. Educational Psychology Review, 36(9), 1–34. https://doi.org/10.1007/s10648-023-09843-0
• Lin, X. & Powell, S. R. (2023). Development of a fraction vocabulary measure. Assessment for Effective Intervention. Advance online publication. https://doi.org/10.1177/15345084231202407
• Lin, X., & Powell, S. R. (2023). Exploring academic and cognitive skills impacting retention and acquisition of word-problem knowledge gained during or after intervention. Child Development, 94(6), e362–e376. https://doi.org/10.1111/cdev.13970
• Lin, X. & Powell, S. R. (2023). Initial efficacy of a fraction vocabulary intervention for students experiencing mathematics difficulty in grade 4. Learning Disabilities Research & Practice, 38(4), 253–262. https://doi.org/10.1111/ldrp.12321
• Lin, X. & Powell, S. R. (2023). Exploring the impacts of linguistics, working memory, age, and gender on the quantity-number competencies model. Early Childhood Research Quarterly, 63(2), 85–97. https://doi.org/10.1016/j.ecresq.2022.12.003
• Ünal, Z. E., Greene, N. R., Lin, X., & Geary, D. C. (2023). What is the Source of the Correlation Between Reading and Mathematics Achievement? Two Meta-Analytic Studies. Educational Psychology Review, 35(1), Article 4. https://doi.org/10.1007/s10648-023-09717-5
• Arsenault, T.L., Powell, S.R., Hebert, M.A., King, S.G., Lin, X., & Lang, D. (2023). Mathematics-writing profiles for students with mathematics difficulty. Reading and Writing, 36, 2025–2052. https://doi.org/10.1007/s11145-022-10375-2
• Lin, X. & Powell, S. (2022). The roles of initial mathematics, reading, and cognitive skills in subsequent mathematics performance: A meta-analytic structural equation modeling approach. Review of Educational Research, 92(2), 288–325. https://doi.org/10.3102/00346543211054576
• Lin, X. (2021). Investigating the unique predictors of word-problem solving using meta-analytic structural equation modeling. Educational Psychology Review, 33(3), 1097–1124. https://doi.org/10.1007/s10648-020-09554-w
• Lin, X. & Powell, S. (2021). Examining the relation between whole-number and fractions: A meta-analytic structural equation modeling approach. Contemporary Educational Psychology, 67(4), Article 102017. https://doi.org/10.1016/j.cedpsych.2021.102017
• Lin, X., & Peng, P., Luo, H. J. (2021). The deficit profile of elementary students with computational difficulties versus word problem-solving difficulties. Learning Disability Quarterly, 44(2), 110–122. https://doi.org/10.1177/0731948719865499
• Lin, X., Peng, P., & Zeng, J. G. (2021). Understanding the relation between mathematics vocabulary and mathematics performance: A meta-analysis. The Elementary School Journal, 121(3), 504–540. https://doi.org/10.1086/712504
• Peng, P.*, Lin, X.*, Ünal, Z. E., Lee, K., Namkung, J., Chow, J., & Sales, A. (2020). Examining the mutual relations between language and mathematics: A meta-analysis. Psychological Bulletin, 146(7), 595–634. (*Corresponding author) https://doi.org/10.1037/bul0000231
• Namkung, J., Peng, P., & Lin, X. (2019). The relation between mathematics anxiety and mathematics performance among school-aged students: A meta-analysis. Review of Educational Research, 89(3), 1–38. https://doi.org/10.3102%2F0034654319843494
• Peng, P., Wang, T. F., Wang, C.C. & Lin, X. (2019). A meta-analysis on the relation between fluid intelligence and reading/mathematics: Effects of tasks, age, and social economics status. Psychological Bulletin, 145(2), 189–236. https://doi.org/10.1037/bul0000182.

• Best Paper Award, 2023, Faculty of Education, University of Macau
• University Graduate Continuing Fellowship 2021-2022, University of Texas at Austin
  1 student per department receive the fellowship (maximum amount)
• Doctoral Student Scholars 2021, Council for Exceptional Children, Division for Research
• University Graduate Continuing Fellowship 2021-2022, University of Texas at Austin
  1 student per department receive the fellowship (maximum amount)
• Recruitment Fellowship 2018-2019, University of Texas at Austin

Lin, X. (2024-2025) Enhancing Travel Accessibility: AI-driven Personalization for Individuals with Disabilities. Asia-Pacific Academy of Economics and Management, University of Macau, Award: MOP70,000. Co-PI: Wang, Y.

Lin, X. (2022-2025) Develop and Implement Mathematics Vocabulary Intervention for Students Experiencing Mathematics Learning Difficulties. University of Macau, Award: MOP150,000.

Lin, X. (2020-2021) Teaching fraction vocabulary to students experiencing mathematics difficulty. The Division for Learning Disabilities of the Council for Exceptional Children, Award: $790.