Articles in Scholarly Journals Note that + indicates a graduate student co-author.
2023 and In Press
Lin, Y. C. Lin, P. Y., & Yeh, L. H. (2023). Syllable or phoneme? A mouse-tracking investigation of phonological units in Mandarin Chinese and English spoken word recognition. Journal of Experimental Psychology: Learning, Memory, and Cognition49(1), 130–176.
+Sierra, F. J., Weimer, A. A., Lin, Y.-C., Jou, J., Castillo, N., Garcia, C., … Romero, F. (accepted). Relations among degree of bilingualism and bilateral information processing in children and adults. International Journal of Bilingualism.
Kambara, H., Lin, Y. C., Wen, H. J., & Lin, H. C. (2023). Investigating American and Chinese college students’ reading motivation: A cross-cultural study. Current Psychology. Kambara, H., & Lin, Y. C (2023). Factors impacting reading motivation: Insights from the bioecological model of human development. Journal of Educational Research.
2022
Kambara, H., Lin, Y. C., & Adachi, S. (2022). Self-construal predicts reading motivation: A comparison between Hispanic American and Japanese college students. Social Psychology of Education, 25(2-3), 593–623.
Kambara, H., & Lin, Y. C. (2022). Investigating reading motivation in Latinx college students: Qualitative insights from bilingual readers. Journal of Multilingual and Multicultural Development. 1–16.
2021
Kambara, H. & Lin, Y. C. (2021) Differences in reading motivation between American and Japanese students. Journal of Literacy Research, 53(3), 361–381.
Kambara, H., Chen, P. Y., Adachi, S., & Lin, Y. C. (2021). Validating the adult motivation for reading scale with Japanese college students. International Journal of Educational Research, 108, 101752.
2020
Lin, Y. C., & Lin, P. Y. (2020). Reading minds in motion: Mouse tracking lexical decision reveals transposed-character effects in Chinese compound word recognition. Applied Psycholinguistics, 41(4), 727–751.
2019
Lin, P. Y., & Lin, Y. C. (2019). Understanding how teachers practice inclusive classroom assessment. Studies in Educational Evaluation, 63, 113–121.
Lin, P.-Y., & Lin, Y.-C. (2019). Understanding how teachers practise inclusive classroom assessment. Studies in Educational Evaluation, 63, 113–121.
Lin, P. Y., & Lin, Y. C. (2019). International comparative assessment of early learning in exceptional learners: Potential benefits, caveats, and challenges. Policy Futures in Education, 17(1), 71–86.
2018
Lin, P. Y., & Lin, Y. C. (2018). Accommodation practices for gifted students. Gifted Education International,34(3), 260–270.
Lin, P. Y., Lin, Y. C., & Yeh, C. J. (2018). The accommodations in early years model: Theoretical framework and methodologies for adapting and evaluating developmental assessments. Journal of Disability Studies, 4(1), 14–21.
2017
Lin, Y. C., & Lin, P. Y. (2017). The beautiful and ugly: Individual differences in reading ability modulate word spacing effects in Chinese children. The Journal of Experimental Education, 85(3), 501–512.
2016
Lin, Y. C., & Lin, P. Y. (2016). Mouse tracking traces the “Camrbidge Unievrsity” effects in monolingual and bilingual minds. Acta Psychologica, 167, 5262.
Lin, P. Y., Childs, R. A., & Lin, Y. C. (2016). Untangling complex effects of disabilities and accommodations within a multilevel IRT framework. Quality and Quantity, 50(6), 2767–2788.
Lin, P. Y., & Lin, Y. C. (2016). Examining accommodation effects for equity by overcoming a methodological challenge of sparse data. Research in Developmental Disabilities. 5152, 1022.
2015
Lin, Y. C., Bangert, A. S., & Schwartz, A. I. (2015). The devil is in the details of hand movement: Visualizing transposed-letter effects in bilingual minds. The Mental Lexicon, 10(3), 364389.
Lin, P. Y., & Lin, Y. C. (2015). Examining subtypes and bundled packages of accommodations enacted by high school teachers for students with learning disabilities in the general classroom. Journal of Research in Special Education and Assistive Technology, 12, 18.
Lin, P. Y., & Lin, Y. C. (2015). Identifying Canadian teacher candidates’ needs for training in inclusive classroom assessment. International Journal of Inclusive Education, 19(8), 771786.
2014
Lin, P. Y., & Lin, Y. C. (2014). Examining student factors in sources of setting accommodation DIF. Educational and Psychological Measurement, 74, 759794.
Lin, P. Y., & Lin, Y. C. (2014). Assessment of, for, and as learning in inclusive education. Journal of Research in Special Education and Assistive Technology, 10, 5258.
2013
Lin, P. Y., & Lin, Y. C. (2013). The impact of setting accommodation on large-scale assessment for English language learners with and without learning disabilities: Balanced vs. unbalanced data in latent class analyses. Journal of Studies in Education, 3(2), 119.
Lin, Y. C., & Lin, P. Y. (2013). Bilingual word recognition: An interdisciplinary view from behavioral, developmental, cognitive neuroscience, and special education. SpecialEducation Quarterly, 127, 23–31.
2010
Lin, Y. C., & Lin, P. Y. (2010). Neural networks for Chinese reading: What can we learn from dyslexic children? Research in Applied Psychology, 47, 213236.
2008
Lin, P. Y., & Lin, Y. C. (2008). The simple view of reading. Special Education Forum, 2, 7081.
2007
Lin, Y. C., & Lin, P. Y. (2007). The brain mechanisms of listening comprehension difficulties. Special Education Quarterly, 105, 2229.
Lin, Y. C., & Lin, P. Y. (2007). Understanding children and adolescents with difficulties of listening comprehension: Perspectives from cognitive science. Journal of Child and theYouth Welfare, 10, 267284.
2006
Lin, P. Y., & Lin, Y. C. (2006). Teaching English language learners with special needs phonological awareness. Journal of Special Education of Pingtung University of Education, 12, 7485.
2005
Lin, P. Y., & Lin, Y. C. (2005). Phonological awareness and teaching strategies for children facing difficulties in listening comprehension. Journal of Special Education, 2, 5564.
Lin, P. Y., & Lin, Y. C. (2005). The transition of secondary education in students with learning disabilities. Special Education Series of National Pingtung University of Education, 40, 185206.