Affiliation
Faculty of Education
University of Macau
XinLin@um.edu.mo
Tel
(853) 8822 4121
Fax
(853) 8822 2402
Office
Room 3006, Faculty of Education,
University of Macau, E33,
Av. da Universidade, Taipa, Macau, China
Xin LIN 林鑫
Assistant Professor
Faculty of Education, University of Macau
ACADEMIC QUALIFICATIONS
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
RESEARCH AREA
Mathematics Learning Disabilities
Cognitive and Academic Correlates of Mathematics Learning
Intensive Intervention in Mathematics
Meta-Analysis
PROFESSIONAL POSITIONS
Assistant Professor of Special Education, University of Macau, 08/2022-present
SELECTED PUBLICATIONS
- 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.
SELECTED HONORS / AWARDS / SCHOLARSHIPS
- 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
SERVICE TO PROFESSION
Journal Reviewer | |
Review of Educational Research | |
Educational Psychology Review | |
Scientific Studies of Reading | |
Learning and Instruction | |
Journal of Learning Disabilities | |
Learning and Individual Difference |
Presentations at Local Schools | |
Escola Lin Fong Pou Chai, Macau (2024, April 12) | |
Inclusive Education: IEP and Students with Learning Disabilities | |
Fukien School, Macau (2024, January) | |
Promoting Students’ Mental Well-Being & Addressing Disruptive and Noncompliant Behaviors |
GRANTS RECEIVED
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.
CURRENT COURSES
Introduction to Special Education (EDUC3003)
Research Methods in Education (EDUC7001)