Yi Ding

Guo, J.-P., Yang, L.-Y., & Ding, Y. (2014). Effects of example variability and prior knowledge in how students learn to solve equations. European Journal of Psychology of Education, 29(1), 21-42.

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Zhang, D., Xin, Y.-P., Harris, K., & Ding, Y. (2014). Improving multiplication strategic development in children with math difficulties. Leaning Disabilities Quarterly, 37, 15-30.

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Ding, Y., Guo, J.-P., Yang, L.-Y., Zhang, D., Ning, H., & Richman, L. C. (2013). Rapid automatized naming skills and immediate memory functions in Chinese elementary readers who read English as a second language. Journal of Learning Disabilities, 46(4), 347-362.

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Yang, L.-Y., Guo, J.-P., Richman, L., Schmidt, F., Gerken, K., & Ding, Y. (2013). Visual skills and Chinese reading acquisition: A meta-analysis of correlation evidence. Educational Psychology Review, 25(1), 115-143.

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Zhang, D., Ding, Y., Stegall, J. & Mo, L. (2012). The effects of visual-chunking-representation accommodation on geometry testing for students with math disabilities. Learning Disabilities Research & Practice, 27(4), 167-177.

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Zhang, D., Ding, Y., Stegall, J. & Mo, L. (2012). The effects of visual-chunking-representation accommodation on geometry testing for students with math disabilities. Learning Disabilities Research & Practice, 27(4), 167-177.

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Taylor, R., Ding, Y., Felt, D., & Zhang, D. (2011). Effects of tier-I intervention on nonsense word fluency in first graders. School Psychology Forum: Research in Practice, 5(2), 54-73.

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Ding, Y., Yang, L.-Y., Salyers, K., Harper, H., Guo, J.-P., Liu, H., & Feng, Y.-H. (2010). Assessing needs and challenges perceived by caregivers and teachers of children with autism spectrum disorder in China. Journal of International Association of Special Education, 11(1), 4-14.

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Ding, Y., Yang, L.-Y., Salyers, K., Harper, H., Guo, J.-P., Liu, H., & Feng, Y.-H. (2010). Assessing needs and challenges perceived by caregivers and teachers of children with autism spectrum disorder in China. Journal of International Association of Special Education, 11(1), 4-14.

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Ding, Y., Richman, L. C., Yang, L.-Y., & Guo, J.-P. (2010). Rapid automatized naming skills and immediate memory functions in Chinese Mandarin speaking elementary readers. Journal of Learning Disabilities, 43(1), 48-61.

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Ding, Y., Kuo, Y.-L., & Van Dyke, D. C. (2008). School psychology in Mainland China, Hong Kong, and Taiwan: A cross-regional perspective. School Psychology International, 29(5), 529-548.

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Ding, Y., Yang, L.-Y., Xiao, F., & Van Dyke, D. C. (2008). Post-Mao China educational services for exceptional individuals. Journal of International Association of Special Education, 8(1), 45-57.

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Ding, Y., Yang, L.-Y., Xiao, F., & Van Dyke, D. C. (2008). Post-Mao China educational services for exceptional individuals. Journal of International Association of Special Education, 8(1), 45-57.

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Ding, Y., Yang, L.-Y., Kuo, Y.-L., & Xiao, F. (2006). Introduction and analysis of Wechsler Intelligence Scale for Children-Fourth Edition. Chinese Journal of Special Education, 9, 35-42. (In Chinese)

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Ding, Y., Xiao, F., & Yang, L.-Y. (2005). Development of school psychology services in foreign countries and suggestions for Chinese special education. Chinese Journal of Special Education, 65(11), 59-63. (In Chinese)

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Ding, Y. (2001). Implementation of IEP in China- A comparison of education systems of China and the U.S., Chinese Journal of Special Education, 32(4), 56-60. (In Chinese)

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Liu, R.-D., Ding, Y., Gao, B.-C., & Zhang, D. (accepted). The relations between property strategies, working memory, and multiplication in Chinese elementary school students. Journal of Experimental Education.

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Liu, R.-D., Ding, Y., Zong. M. & Zhang, D. (accepted). Concept development of decimals in elementary students: A conceptual change approach. School Science and Mathematics.

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Ding, Y., Liu, R.-D., McBride, C., & Zhang, D. (in press). Pinyin invented spelling in Mandarin Chinese-speaking children with and without reading difficulties. Journal of Learning Disabilities.

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Zhang, D., Wang, Q., Ding, Y., & Liu, J. (in press). Testing accommodation or modification? The effects of integrated object representation on enhancing geometry performance in children with and without geometry difficulties. Journal of Learning Disabilities.

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Zhang, D., Ding, Y., Barrett, D. E., Xin, Y.-P., & Liu, R.-D. (in press). A comparison of multiplication strategic development in low-achieving, average-achieving, and high-achieving students. European Journal of Psychology of Education.

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