Ying Guo , PHD

I am most passionate about exploring research questions that address the improvement of reading and writing skills of children. Three lines of research have emerged within this area: identification of the malleable factors that are associated with better reading and writing outcomes, development and validation of reading and writing interventions, and development and validation of assessment. My research focuses on supporting children with or at risk for disabilities, which includes those living in poverty, children with disabilities (e.g., children with language impairment/LI), and children from immigrant families (e.g., dual language learners).

Doctor of Philosophy: Florida State University 2008 (Educational Psychology: Major) & (Reading & Language Arts: Minor)

Masters of Science: Florida State University 2006 (Educational Psychology)

Investigators:Ying Guo & Allison Breit-Smith 2012 -2013 Faculty Research Grant, University Research Council, University of Cincinnati Increasing Early Reading and Writing Skills through Interactive Writing for Preschoolers: A Feasibility Study Role:PI $6,500 Active Type:Grant

Investigators:Allison Breit-Smith (PI) 2012 -2013 Interdisciplinary Faculty Research Support Grant, University Research Council, University of Cincinnati Feasibility of a Pediatric Clinic-Based Early Reading Program Role:Co-PI $25,000 Active Type:Grant

Grant: #R324A130205 Investigators:Guo, Ying; Prendeville, Jo-Anne; Smith, Allison; Swoboda, Christopher 07-01-2013 -06-30-2017 Department of Education Developing an Expository Book Reading Intervention for Preschool Children with Language Impairment Role:Co-PI $1,456,438 Active

Grant: #R305A160253 Investigators:Guo, Ying; Kelcey, Benjamin; Smith, Allison; Swoboda, Christopher 07-01-2016 -06-30-2020 Institute of Education Sciences Exploration of Writing Instruction for Kindergarten Children Role:PI $1,399,191 Active

Grant: #R305A200271 Investigators:Guo, Ying; Kelcey, Benjamin; Smith, Allison 09-01-2020 -08-31-2024 Department of Education Building Preschool Children's Complex Language Using Informational Texts Role:Collaborator $1,393,595

Peer Reviewed Publications

Roehrig, A.D., Guidry, L.O., Bodur, Y., Guan Q., Guo, Y., & Pop, M. (2008. ) Guided field observations: Variables related to preservice teachers’ knowledge about effective primary reading instruction. Literacy Research and Instruction, , 47 ,76-98

Justice, L. M., McGinty, A., Guo, Y., & Moore, D. (2009. ) Implementation of Responsiveness to Intervention in early education setting. Seminars in Speech and Language,, , (30 ) ,59-74

Guo, Y., Piasta, S. B., Justice, L. M., & . Kaderavek, J. (2010. ) Relations among preschool teachers’ self-efficacy, classroom quality and children language and literacy gains. Teaching and Teacher Education,, , 26 ,1094-1103

Guo, Y., Kaderavek, J., Piasta, S. B., Justice, L. M., & McGinty, A. S. (2011. ) Preschool teacher’s sense of community, instructional quality and children’s language and literacy gains. Early Education & Development,, , (22 ) ,206-223

Guo, Y., Roehrig, A. D. (2011. ) General versus second language specific knowledge in the English reading comprehension of Chinese-speaking learners. Reading in a Foreign Language,, , (23 ) ,42-64

Guo, Y., Roehrig, A.D., & Smith, R.W. (2011. ) The relation of morphological awareness and syntactic awareness to reading comprehension: is vocabulary knowledge a mediating variable? .Journal of Literacy Research,, , (43 ) ,159-183

Dobbs-Oates, J., Kaderavek, J., Guo, Y., & Justice, L. M. (2011. ) Effective behavior management in preschool classrooms and children’s task orientation: Enhancing emergent literacy and language development. .Early Childhood Research Quarterly,, , (26 ) ,420-429

Guo, Y., Justice, L. M., Sawyer, B., & Tompkins, V. (2011. ) Exploring factors related to preschool teachers’ self-efficacy. Teaching and Teacher Education,, , (27 ) ,961-968

Guo, Y., Connor, C. M., Tompkins, V., & Morrison, F. J. (2011. ) Classroom quality and student engagement: contributions to third-grade reading skills. Frontier in Educational Psychology,, , (2 ) ,1-10

Guo, Y., Justice, L. M., Kaderavek, J & McGinty, A. S. (2012. ) The literacy environment of preschool classrooms: Contributions to children’s emergent literacy growth. Journal of Research in Reading,, , (35 ) ,308-327

Guo, Y., Connor, C. M., Yang, Y., Roehrig, A.D., & Morrison, F.J. (2012. ) The effects of teacher qualifications, teacher self-efficacy and classroom practices on fifth graders’ reading outcomes. The Elementary School Journal,, , (113 ) ,3-24

Zhao, A., Guo, Y. (2012. ) The effect of enhancement techniques on second language (L2) vocabulary acquisition through reading .Hong Kong Journal of Applied Linguistics, , 14 ,48-68.

Tompkins, V., Guo, Y., & Justice, L. M. (2013. ) Inference generation, story comprehension, and language in the preschool years .Reading and Writing, , 26 (3 ) ,403-429

Tompkins, V., Farrar, M. J., & Guo, Y. (2013. ) Siblings, language, and false belief in low-income children .Journal of Genetic Psychology, , 174 (4 ) ,457-463

Guo, Y., Sawyer, B. E., Justice, L. M., & Kaderavek, J. (2013. ) The quality of the literacy environment in inclusive early childhood special education (ECSE) classrooms .Journal of Early Intervention, , 35 (1 ) ,40-60

Zhao, A., Guo, Y., & Dynia, J. (2013. ) Foreign language reading anxiety: Chinese as foreign language in the United States .The Morden Language Journal, , 97 (3 ) ,764-778

Kaderavek, J., Guo, Y., & Justice, L. M. (2014. ) Validity of the children’s orientation to book reading rating scale .Journal of Research in Reading, , 37 (2 ) ,159-178

Sawyer, B. E., Justice, L. M., Guo, Y., Logan, J., Petrill, S. A., Glenn-Applegate, K., Kaderavek, J., & Pentimonti, J. (2014. ) Relations among home literacy environment, child characteristics, and print knowledge for preschool children with language impairment .Journal of Research in Reading, , 37 (1 ) ,65-83

Guo, Y., Dynia, J., Yeager Pelatti, C., & Justice, L. M. (2014. ) Self-efficacy of early childhood special education teachers: Links to classroom quality and children’s learning for children with language impairment .Teaching and Teacher Education , , 39 ,12-21

Guo, Y., Tompkins, V., Justice, L. M., & Petscher, Y. (2014. ) Classroom age composition and vocabulary development among at-risk children .Early Education & Development, , 25 (7 ) ,1016-1034

Guo, Y., Piasta, S. B., & Bowles, R. (2015. ) Exploring preschool children’s science content knowledge .Early Education & Development, , 26 (1 ) ,125-146

Guo, Y., Sun, S., Breit-Smith, A., Morrison, F. J., & Connor, C. M. (2015. ) Behavioral engagement and reading achievement in elementary-school-age children: A longitudinal cross-lagged analysis .Journal of Educational Psychology, , 107 (2 ) ,332-347

Hall, A., Simpson, A., Guo, Y., & Wang, S. (2015. ) Examining the effects of preschool writing instruction on emergent literacy skills: A systematic review of literature .Literacy Research and Instruction, , 54 (2 ) ,115-134

Guo, Y., Wang, S., Hall, A., Breit-Smith, A., & Busch, J. (2016. ) The effects of science instruction on young children’s vocabulary learning: A research synthesis .Early Childhood Education Journal, , 44 (4 ) , 359-367

Hall, A., Toland, M. D., & Guo, Y. (2016. ) The writing attitude scale for teachers (WAST) .International Journal of Quantitative Research in Education, , 3 (3 ) ,204-221

Guo, Y., Dynia, J., Logan, J. A. R., Justice, L. M., Breit-Smith, A., & Kaderavek, J. (2016. ) Fidelity of implementation for an early-literacy intervention: Dimensionality and contribution to children’s intervention outcomes .Early Childhood Research Quarterly, , 37 (4 ) ,165-174

Zhao, A., Guo, Y., Biales, C., & Olszewski, A. (2016. ) Exploring learner factors in second language (L2) incidental vocabulary acquisition through reading. Reading in a Foreign Language, , 28 (2 ) ,224-245

Breit-Smith, A., Busch, J., Schneider Dinnesen, M., & Guo, Y. (2017. ) Interactive book reading with expository science texts in early childhood special education classrooms .Teaching Exceptional Children, , 49 (3 ) ,185-193

Breit-Smith, A., Olszewski, A., Swoboda, C., Guo, Y., & Prendeville, J. (2017. ) Sequence text structure intervention during interactive book reading of expository picture books with preschool children with language impairment .Child Language Teaching and Therapy, , 33 (3 ) ,287-304

Hall, A., White, M., & Guo, Y., & Emerson, A. (2017. ) Who counts as a writer? : Examining child, teacher, and parent perceptions of writing .Early Child Development and Care, , 1-23

Olszewski, A., Guo, Y., Breit-Smith, A. (2018. ) The effect of a shared-book reading intervention on the story retelling and phonemic awareness of a third-grade student with reading difficulties .Reading & Writing Quarterly, , 34 ,233-247

Guo, Y., Puranik, C., Kelcey, B., Sun, J., Dinnesen, M.S., & Breit-Smith, A. (2020. ) The role of home literacy practices in kindergarten children’s early writing development: A one-year longitudinal study.Early Education & Development, , 1-19 More Information

Guo, Y., Sun, S., Puranik, C., & Breit-Smith, A. (2018. ) Profiles of emergent writing skills among preschool children .Child & Youth Care Forum, , 47 ,421-442

Schneider Dinnesen, M., Olszewski, A., Breit-Smith, A., & Guo, Y. (2018. ) Collaborating with an expert panel to establish content validity of an intervention for preschool children with language impairment .Communication Disorders Quarterly, , 1-14

Puranik, C., Duncan, M., Li, H., & Guo, Y. (2020. ) Exploring the dimensionality of kindergarten writing using three different scoring methods.Reading and Writing, , More Information

Rivera-Perez, J. F., Creaghead, N. A., Washington, K., Guo, Y., Raisor-Becker, L., Combs, S. (2019. ) Using audio prompting to assist monolingual speech-language pathologists to teach English-Spanish vocabulary to English learners .Communication Disorders Quarterly, , 1-9

ECLS-B Data Base Training Award: The National Center for Education Statistics (NCES), Institute of Education Sciences, U.S. Department of Education-Grant Program about the use of the Early Childhood Longitudinal Study, Birth Cohort (ECLS-B) database. The National Center for Education Statistics (NCES), Institute of Education Sciences, U.S. Department of Education-Grant Program about the use of the Early Childhood Longitudinal Study, Birth Cohort (ECLS-B) database.

2009 -2011 LRA STAR Mentoring Programs: Literacy Research Association: The Scholar of Color Transitioning into Academic Research Institutions Mentoring Programs Literacy Research Association: The Scholar of Color Transitioning into Academic Research Institutions Mentoring Programs

CECH "Golden Apple" Teaching Excellence Award, 2017-2018