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

• 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 [SSCI Q1; Impact Factor: 13.551]
• 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 [SSCI Q1; Impact Factor: 8.240]
• 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[SSCI Q1; Impact Factor: 6.922]
• 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 [SSCI Q1; Impact Factor: 1.485]
• 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 [SSCI Q1; Impact Factor: 1.667]
• 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 [SSCI Q1; Impact Factor: 23.027]
• 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 [SSCI Q1; Impact Factor: 13.551]
• 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. [SSCI Q1; Impact Factor: 23.027]

• 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

Journal Reviewer

Educational Psychology Review

Scientific Studies of Reading

Learning and Instruction

Journal of Learning Disabilities

Learning and Individual Difference

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.