Picture of  Pei-Ying Lin

Pei-Ying Lin Associate Professor, Educational Psychology and Special Education

Address
3108 Education

Professional Degrees

Ph.D., Ontario Institute for Studies in Education of the University of Toronto (OISE/UT), Ontario, Canada
M.Ed., National Changhua University of Education, Changhua, Taiwan
B.Ed., National University of Tainan, Tainan, Taiwan

Research Interests

  • Test accommodations for students with disabilities and English language learners
  • Large-scale and classroom assessments
  • Educational measurement and psychometrics (e.g., item response theory: [differential item functioning, multi-level measurement modeling]; latent class analysis; classical test theory)
  • Research methods and designs
  • Language and literacy development of students with disabilities and English language learners

Chapters in Books

Lin, P. Y., & Lin, Y. C. (2015). What teachers believe about inclusive assessment in Canada: An empirical investigation. In L. Thomas & M. Hirschkorn, (Eds.), Change and progress in Canadian teacher education: Research on recent innovations in teacher preparation in Canada (pp. 492-525). E-book published by the Canadian Association for Teacher Education.

Childs, R. A. & Lin, P. Y. (2013). Preparing examinees for test taking. In K. F. Geisinger (Ed.-in-Chief), B. A. Bracken, J. F. Carlson, J. C. Hansen, N. R. Kuncel, S. P. Reise, & M. C. Rodriguez (Assoc. Eds.), APA handbooks in psychology: APA handbook of testing and assessment in psychology: Volume 3. Testing and Assessment in School Psychology and Education (pp. 445-454). Washington, DC: American Psychological Association.

Lin, P. Y., & Childs, R. A. (2010). An analysis of orthographic processing: Alphabetic and Chinese readers’ visual-spatial concepts. In J. Chen, C. Wang, & J. Cai (Eds.). Teaching and Learning Chinese: Issues and Perspectives (pp. 257-275). Charlotte, NC: Information Age Publishing.

Papers in Refereed Journals

Lin, P. Y., & Lin, Y.C (accepted). Accommodation practices for gifted students. Gifted Education International.

Lin, Y., & Lin, P. (2017). The beautiful and the ugly: Reading ability modulates word spacing effects in Chinese children. The Journal of Experimental Education, 85 (3), 201-512. doi: 10.1080/00220973.2016.1252999

Lin, P. Y., Childs, R. A., & Lin, Y. C. (2016). Untangling complex effects of disabilities and accommodations within a multilevel IRT framework. Quality & Quantity. 50 (6), 2767-2788. doi: 10.1007/s11135-015-0288-8

Lin, P. Y., & Lin, Y. C. (2016). Examining accommodation effects for equity by overcoming a methodological challenge of sparse data. Research in Developmental Disabilities, 51-52, 10-22. doi: 10.1016/j.ridd.2015.12.012

Lin, Y., & Lin, P. (2016). Mouse tracking traces the “Camrbidge unievrsity” effects in monolingual and bilingual minds. Acta Psychologica, 167, 52-62. doi:10.1016/j.actpsy.2016.04.001

Lin, P. Y., Childs, R. A., & Zhang, J. (2016). It takes a toll on pre-service teachers and programs: Case studies of teacher candidates who withdrew from a teacher education program. Cogent Education. doi: 10.1080/2331186X.2016.1160524

Lin, P. Y., & Lin, Y. C. (2015). Examining subtypes and bundled packages of accommodations enacted by high school teachers in the general classroom. Journal of Research in Special Education and Assistive Technology, 12, 1-8.

Lin, P. Y., & Lin, Y. C. (2015). Identifying Canadian teacher candidates' needs for training in the use of inclusive classroom assessment. International Journal of Inclusive Education, 19 (8), 771-786. doi:10.1080/13603116.2014.970669

Lin, P. Y., & Lin, Y. C. (2014). Examining student factors in sources of setting accommodation DIF. Educational and Psychological Measurement, 74(5), 759-794.doi:10.1177/0013164413514053

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, 52-58.

Lin, Y. C., & Lin, P. Y. (2013). Bilingual word recognition: An interdisciplinary view from behavioral, developmental, cognitive neuroscience, and special education perspectives. Special Education Quarterly, 127, 23-31.

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), 1-19. doi: 10.5296/jse.v3i2.3371

Lin, P. Y. (2013). Assessment policy and practices: Test accommodations for students without disabilities?. eJournal of Education Policy, spring, 1-10. Retrieved from https://www4.nau.edu/cee/jep/journals.aspx?id=581

Lin, Y. C., & Lin, P. Y. (2010). Neural networks for reading as revealed by functional brain imaging: What have we learned from Chinese dyslexic children? Research in Applied Psychology, 47, 213-236.

Lin, P. Y. (2009). Oral language skills: Immigrant children’s listening comprehension, oral vocabulary and reading comprehension. Encyclopedia of Language and Literacy Development. London, ON: Canadian Language and Literacy Research Network. Retrieve from http://docs.cllrnet.ca/LARCIC/14%20Oral%20language%20skills%20Pei-Ying%20Lin%20Oct%2019.pdf

Chen, X., & Lin, P. Y. (2008). Literacy interventions for Chinese children. Encyclopedia of Language and Literacy Development (pp. 1-7). London, ON: Canadian Language and Literacy Research Network. Retrieve from http://literacyencyclopedia.ca/pdfs/topic.php?topId=262

Lin, P. Y., & Lin, Y. C. (2007). The Simple View of Reading. Special Education Forum, 2, 70-81.

Lin, P. Y., & Lin, Y. C. (2007). The mechanisms of the brain with difficulties of listening comprehension. Special Education Quarterly, 105, 22-29.

Lin, P. Y., & Lin, Y. C. (2006). Teaching English language learners with special needs phonological awareness skills. Journal of Special Education of National Pingtung University of Education, 12, 74-85.

Lin, P. Y., & Lin, Y. C. (2006). Understanding children and adolescences with difficulties in listening comprehension: From physical and psychological perspectives. Journal of Child and Youth Welfare, 10, 267-284.

Lin, P. Y. (2005). Learning strategies, cognitive styles and independent study of gifted elementary students. Journal of Gifted Education, 5(2), 107-136.

Lin, P. Y., & Lin, Y. C. (2005). Phonological awareness and teaching strategies for children facing difficulties in listening comprehension. Yun-Chia Journal of Special Education, 2, 55-64.

Lin, P. Y. (2005). A case study: The application of Direct Instruction Model in mathematics for Elementary mentally challenged children. Hualien Journal of Special Education, 34, 7-15.

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(7), 185-206.

Technical Reports

Lin, P. Y. (2010). Test accommodations in Canadian provincial assessments: Current practices, policies, and research (Technical Report). Toronto, CA: Canadian Test Center.

Presentations at Conferences

Lin, P. Y., & Chen, R. K. (2017, November). Teacher candidates’ beliefs about inclusion: An international perspective. Paper presented at the biennial working conference of the Canadian Association for Teacher Education (CATE), Halifax, Nova Scotia, Canada.

Lin, P. Y., & Lin, Y. C. (2017, June). Evaluating the outcomes of bundled accommodations for English language learners. Paper presented at the 4th Conference of the Asian Association for Language Assessment, Taipei, Taiwan.

Lin, P. Y. (2017, May). Understanding how teachers practise inclusive classroom assessment in the general classroom. Paper presented at the annual meeting of the Canadian Society for the Study of Education (CSSE), Toronto, Canada.

Lin, P. Y., & Lin, Y. C. (2017, June). Promoting equitable assessment practices for accommodated English language learners.  Paper presented at the annual meeting of the Canadian Society for the Study of Education (CSSE), Toronto, Canada.

Lin, P. Y., & Lin, Y. C., & Baiochi, J. (2017, April). A comprehensive evaluation of computer-based accommodations for secondary students with exceptionalities. Paper presented at the annual meeting of the American Educational Research Association (AERA), San Antonio, Texas, US.

Lin, Y. C., & Lin. P. Y. (2016, November). Hand trajectories reveal the transposed-letter effects in monolingual and bilingual visual word recognition. Paper presented at the annual meeting of the Psychonomic Society, Boston, US.

Lin, P. Y., & Lin, Y. C. (2016, July). teachers’ differentiated assessment practices and students’ academic performances. Paper presented at the 31st International Congress of Psychology, Yokohama, Japan.

Lin, P. Y., & Lin, Y. C. (2016, July). Understanding Teachers’ Differentiated Assessment Practices for Students with Exceptionalities in Grades 9 and 10. Paper presented at the annual meeting of the 2016 International Symposium on Economics and Social Science, Kyoto, Japan.

Lin, P. Y. (2016, May). The use of computer and assistive technology for students with special needs writing math and literacy assessments: What works?. Paper presented at the annual meeting of the Canadian Society for the Study of Education (CSSE), Calgary, Canada.

Lin, P. Y. (2016, May). Examining teachers’ use of bundled accommodations for students with special needs. Paper presented at the annual meeting of the Canadian Society for the Study of Education (CSSE), Calgary, Canada.

Lin, Y. C, &, Lin, P. Y. (2016, May). Mouse tracking traces the "Camrbidge Unievrsity" effects in monolingual and bilingual minds. Paper presented at the annual meeting of Mediterranean Interdisciplinary Forum on Social Science and Humanities, Barcelona, Spain.

Lin, Y. C, &, Lin, P. Y. (2016, May). Revealing the transposed-letter effects in monolingual and bilingual reading minds using mouse tracking. Paper presented at the annual meeting of Workshop on Writing Systems and Literacy, Nijmegen, Netherlands.

Lin, P. Y. (2016, April). Investigating equity in accommodating English language learners’ literacy outcomes. Paper presented at the annual meeting of the Centre for Culturally Responsive Evaluation and Assessment (CERA), Chicago, US.

Chu, K., Johnson, M., & Lin, P. Y. (2016, April). Detecting DIF on polytomous items of tests with special education populations. Paper presented at the annual meeting of the National Council on Measurement in Education (NCME), Washington, DC, US.

Lin, P. Y., & Lin, Y. C. (2016, April). The more, the better? The relationship between bundled accommodations and academic performance of students with special needs. Paper presented at the annual meeting of the American Educational Research Association, Washington, DC, US

Lin, P. Y., & Lin, Y. C. (2016, April). Examining equity in test accommodations: Overcoming a methodological challenge of sparse data. Paper presented at the annual meeting of the American Educational Research Association, Washington, DC, US.

Lin, P. Y. (2015, October). Understanding teachers’ capacities in inclusive classroom assessment. Paper presented at the biennial working conference of the Canadian Association for Teacher Education (CATE), Saskatoon, Canada.

Lin, P. Y., & Baiochi, J. (2015, October). Assistive technology and computer administration for students with exceptionalities. One-hour talk for the Assistive Technology and Disability Conference 2015, Saskatoon, Canada.

Lin, P. Y., & Lin. Y. C. (2015, June). Examining equity in special education by assessing student achievement of the OSSLT. Paper presented at the Asian Conference on the Social Sciences, Kobe, Japan.

Lin, P. Y. (2015, June). Investigating equity in inclusive education: Implications for long-term educational investment. Paper presented at the International Conference on Asian Studies, Niigata, Japan.

Lin, P. Y. (2015, May). An exploration of Canadian teachers’ beliefs about inclusive classroom assessment. Paper presented at the Canadian Society for the Study of Education, Ottawa, Canada.

Lin, P. Y. (2015, May). Equity in special education: Examining equity in OSSLT for students with special needs. Paper presented at the Canadian Society for the Study of Education, Ottawa, Canada.

Lin, P. Y. (2015, April). Developing an inclusive classroom framework for examining teacher candidates’ beliefs. Paper presented at the annual meeting of the American Educational Research Association, Chicago, US.

Lin, P. Y. (2015, April). What do teachers believe? Measuring teachers’ beliefs about inclusive classroom assessment. Paper presented at the annual meeting of the American Educational Research Association, Chicago, US.

Chu, K., Lin, P. Y., & Marc, J. (2015, April). Detecting differential item functioning of tests for special populations. Paper presented at the annual meeting of the National Council on Measurement in Education, Chicago, US.

Lin, P. Y. (2014, May). Teacher candidates’ beliefs about inclusive classroom assessment. Paper presented at the Canadian Society for the Study of Education, St. Catharines, Ontario, Canada.

Lin, P. Y. (2014, April). Examining student factors in sources of DIF: An example using test accommodation data. Paper presented at the annual meeting of the American Educational Research Association, Philadelphia, Pennsylvania, US.

Lin, P. Y. (2014, April). Test accommodation policy for students without disabilities. Paper presented at the annual meeting of the American Educational Research Association, Philadelphia, Pennsylvania, US.

Lin, P. Y. (2013, October). Identifying teachers’ needs in inclusive classroom assessment. Paper presented at the annual working conference of the Canadian Association for Teacher Education (CATE), Saskatoon, Canada.

Lin, P. Y. (2013, June). Examining sources of setting accommodation DIF. Paper presented at the Canadian Society for the Study of Education, Victoria, British Columbia, Canada.

Park, H., Lin, P. Y. (2103, June). The effects of assessment formats and content on students’ perceptions of learning science. Paper presented at the Canadian Society for the Study of Education, Victoria, British Columbia, Canada.

Lin, P. Y., & Lin, Y. C. (2013, May). Phonological awareness of students with learning disabilities who speak English as a foreign language. Paper presented at the annual meeting of Special Education Symposium, Chaiyi, Taiwan [teleconference].

Lin, P. Y. (2013, April). Setting Accommodation for students with learning disabilities. Paper presented at the annual meeting of the American Educational Research Association, San Francisco, US.

Lin, P. Y. (2013, March). Item difficulty for students with learning disabilities receiving setting accommodation. Paper presented at the annual meeting of the Taiwan Academy of Learning Disabilities, Kaohsiung, Taiwan [teleconference].

Lin, P. Y. (2012, May). Linguistic complexity and item difficulty. Paper presented at the Canadian Society for the Study of Education, Waterloo, Ontario, Canada.

Lin, P. Y. (2012, May). Who withdraws and why? Stories of pre-service teacher withdrawal from an initial teacher education program. Paper presented at the Canadian Society for the Study of Education, Waterloo, Ontario, Canada.

Research Grants: Principal Investigator

Lin, P. Y. (2017). An exploratory study of special education and neuroscience. June 8, 2017. President’s SSHRC Insight Grant, University of Saskatchewan.

Lin, P. Y., Lin, Y. C., & Su, C. H. (2016-2017). Hand trajectories decipher the transposed-letter effects in monolingual and bilingual students. March 3, 2016. LEADER Award, College of Education, University of Saskatchewan.

Lin, P. Y. (2014-2017). Policy and Equity: Are accommodation policies and practices equitable for students with special needs. June 10, 2014, SSHRC Insight Development Grant (IDG).

Lin, P. Y. (2015). Student Training and Development of the SSHRC Research Project, April 17, 2015, John Ranton McIntosh Release Time Stipend (RTS), College of Education, University of Saskatchewan.

Lin, P. Y. (2014-2015). Improving Equity in Educational Assessment for Students with Special Needs. President’s SSHRC Research Fund, June 12, 2014, University of Saskatchewan.

Lin, P. Y. (2014-2015). Proposal Development Assistance Program for 2015 SSHRC Insight Development Grant. May 9, 2014, University of Saskatchewan.

Lin, P. Y. (2013-2016). University of Saskatchewan Bridge Funding for “A Pan-Canadian Review:  Test Accommodation Policies for Students with Disabilities”. September, 10, 2013, University of Saskatchewan.

Lin, P. Y. (2013-2015). New Faculty Graduate Student Support Program. November 14, 2012, University of Saskatchewan.

Lin, P. Y. (2012-2014). University of Saskatchewan Bridge Funding for “A Pan-Canadian Review:  Test Accommodation Policies for Students with Disabilities”. August 29, 2012, University of Saskatchewan.

Lin, P. Y. (2012-2013). Proposal Development Assistance Program for 2013 SSHRC Insight Development Grant. October 11, 2012, University of Saskatchewan.

Lin, P. Y. (2012-2014). Canadian test accommodation policies for students with disabilities. John Ranton McIntosh Research Grants, May 1, 2012 (renewal awarded on March, 18, 2013), John Ranton McIntosh Trust Fund, College of Education.

Lin, P. Y. (2012). A Pan-Canadian review of test accommodation policy. The University of Saskatchewan Summer Student Employment Program (USTEP), March 26, 2012, University of Saskatchewan.

Lin, P. Y. (2011-2013). Pan-Canadian review of test accommodation policies for students with disabilities. President’s SSHRC Research Fund, November 1, 2011 (18 month term), University of Saskatchewan.

Lin, P. Y. (2011-2012). Proposal Development Assistance Program (PDA) for 2012 SSHRC Insight Development Grant. February 1, University of Saskatchewan.

Lin, P. Y. (2011-2014). New faculty Start-up funding. University of Saskatchewan.

Lin, P. Y. (2011-2012). Item difficulty and test accommodation, Ontario Ministry of Training graduate scholarship.

Lin, P. Y. (2010-2011). Do accommodations make a difference? The impact of accommodations on large-scale assessment of English language learners with and without disabilities, Social Sciences and Humanities Research Council of Canada (SSHRC) doctoral fellowship and Ontario Ministry of Training graduate scholarship.

Lin, P. Y. (2007-2009). The Simple View of Reading in Chinese and English of Taiwanese children with and without learning disabilities, Taiwan Ministry of Education Study Abroad Scholarships.

Lin, P. Y. (2000-2001). Understanding the relationships among learning strategies, cognitive styles and independent study of gifted elementary students, National Science Council Excellent Research Grant, NSC89-2815-C-024- 019R-H.

Research Grants: Collaborator

2013-2020 SSHRC Partnership Grants for “Assessing and Supporting Young Children’s Oral Language and Writing Development through Play in Classrooms, Daycares and at Homes in Northern Communities. March 28, 2013, SSHRC.
*Note: Principal investigator: Shelley Stagg Peterson (OISE, University of Toronto)

Professional Practice

Grant Review:

Invited Peer Reviewer for one SSHRC’s faculty Insight Grant application, January 2017.

Invited Peer Reviewer for one SSHRC’s faculty grant application, November 2013.

Peer Review:

Invited Discussant, Supporting Equity by Investigating Students' Experiences and Needs, Canadian Educational Researchers’ Association (CERA), Canadian Society for the Study of Education (CSSE), May 28, 2017.

Invited Peer Reviewer for the Cognet Education, Tyler & Francis, 1 article, April 2017.

Invited Peer Reviewer for the International Journal of Disability, Development and Education, 1 article, March 2017.

Invited Peer Reviewer for the Exceptionality Education International, University of Western Ontario, 1 article, October 2016.

Invited Peer Reviewer for the Cogent Education, Taylor & Francis, 1 article, October 2016.

Invited Peer Reviewer for [in education], University of Regina, 1 article, October 2016.

Invited Peer Reviewer for the Reading Psychology, Taylor & Francis, 1 article, September 2016.

Invited Peer Reviewer for the Cogent Education, 1 article, August 2016.

Invited Peer Reviewer for the Learning and Individual Differences, Elsevier, 1 article, August 2016.

Invited Peer Reviewer for the SIG-Inclusion & Accommodation in Educational Assessment, 2017 Annual Meeting of the American Educational Research Association (AERA), August 2016.

Invited Peer Reviewer for the Educational and Psychological Measurement, 1 article, January, 2016.

Invited Peer Reviewer for the International Journal of Inclusive Education, 1 article, January, 2016.

Invited Peer Reviewer for the Cogent Education (Tyler & Francis), 1 article, October 2015.

Invited Peer Reviewer for the International Journal of Inclusive Education, 1 article, September, 2015.

Invited Peer Reviewer for the Learning and Individual Differences, June 2015.

Invited Peer Reviewer for the Advances in Educational Research, February 2015.

Invited Peer Reviewer for the Education Matters, June 2014.

Invited Peer Reviewer for the Canadian Association for Teacher Education (CATE), Canadian Society for the Study of Education (CSSE), May 2014.

Invited Peer Reviewer for one SSHRC grant proposal on large-scale assessments, November 2013.

Invited Presentation, Teacher workshop on Inclusive Accommodations for Students with and without Special Needs, National University of Tainan, City of Tainan, Taiwan, July 6, 2015.

Invited Presentation, Inclusive Assessment Policies For Students With Diverse Needs in Canada, National University of Tainan, City of Tainan, Taiwan, June 26, 2014.

Invited Presentation, Assessment Policy and Equity in Inclusive Education: A Journey of Adventure, Opportunity, and the Future. College of Education (Soup & Chat at Noon), February 27, 2014.