Lisa Hsin
Biographic Data
| ID | 1498418 |
|---|---|
| NAME | Lisa Hsin |
| GIVEN NAMES | Lisa |
| FAMILY NAME | Hsin |
| SIGNATURE | HSIN L |
| AFFILIATIONS | Harvard University |
| ORCID | 0000-0003-0414-9964 |
| VERIFIED | Yes |
| TOTAL WORKS | 11 |
| TOTAL CITATIONS | 3 |
| AUTHOR COUNT | 11 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2014 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Improving writing without teaching it
Toward a Science of Strengths‐Based Approaches to Reading for English Learners in K‐12 Schools
The popular Science of Reading (SoR) movement has galvanized attention to early reading instruction with an emphasis on foundational reading skills, yet this movement is largely grounded in research focused on monolingual emergent readers. In this article, we aim to advance the science of strengths‐based reading instruction for the segment of the population of multilingual learners who stand the most to gain from enhanced learning opportunities: …
Supporting social strengths amid emerging bilingualism
Bilinguals often outperform monolinguals at apprehending the perspectives of others—an apparent consequence of their experiences moving across linguistic and sociocultural contexts. Whether English learners' (ELs') use of such skill in academic writing may be affected by literacy curriculum is the focus of this study. The study explored students' use of social perspective taking (SPT) in writing by examining their responses to a novel argumentati…
“And they had a big, big, very long fight
This study examined the development of evaluative language in preschoolers’ oral fictional narratives using a storytelling/story-acting practice where children told stories to and for their friends. Evaluative language orients the audience to the teller's cognitive and emotional engagement with a story's events and characters, and we hypothesized that this STSA context might yield new information about the early development of this language, prio…
Converging Evidence of Underlying Competence
A surprising comprehension-production asymmetry in subject-verb (SV) agreement acquisition has been suggested in the literature, and recent research indicates that task-specific as well as language-specific features may contribute to this apparent asymmetry across languages. The present study investigates when during development children acquiring Mexican Spanish gain competence with 3 rd -person SV agreement, testing production as well as compre…
Application of Emergent Bilinguals’ Sociocognitive Skills to Argumentative Writing Within a Discussion‐Rich Language and Literacy Curriculum
Reducing academic inequalities for English language learners
Most U.S. classrooms serve students with various linguistic and academic needs. Tier-I universal approaches support English language learners (ELLs) without segregating them into a different track and thereby constraining future learning opportunities. The current study examines whether Word Generation (WG), a Tier-I discussion-based program designed to build academic literacy and linguistic practices, provides differential gains for non-ELL and …
Modern slavery in law
The term modern slavery has become part of common discourse in the last few years, attributable in large part to the enactment of the Modern Slavery Act (UK) and its Australian counterpart, the Modern Slavery Act (Cth). These Acts define modern slavery, for which they are both named, by reference to specific categories of criminal offences. But the term is actually rooted in advocacy and developed organically to encompass a range of issues, which…
Arguing for Teachers and for Friends
A novel instrument, the Features of Excellent Arguments task (FEXA), was developed to elicit adolescents’ judgments about argumentative essays displaying to varying degrees features characteristic of strong persuasive writing: academic language, rich evidence, multiple perspectives, and rhetorical appeal. We collected students’ categorical choices about the purposes to which the essays were suited (e.g., convincing a friend, impressing a language…
Strong Integration in bilingual grammar, formalized
We present elicited production data reflecting cross-linguistic interference effects in the English wh-questions of Spanish-English bilingual children to provide a proof-of-concept for a proposed new formal analysis of such effects across cross-linguistic influence phenomena. The observed interference effects are interpreted as evidence for the Strong Integration hypothesis of bilingual grammatical architecture, in the context of independently do…
Is children's comprehension of subject-verb agreement universally late? Comparative evidence from French, English, and Spanish
Is children's comprehension of subject-verb agreement universally late? Comparative evidence from French, English, and Spanish
Modern slavery in law
The term modern slavery has become part of common discourse in the last few years, attributable in large part to the enactment of the Modern Slavery Act (UK) and its Australian counterpart, the Modern Slavery Act (Cth). These Acts define modern slavery, for which they are both named, by reference to specific categories of criminal offences. But the term is actually rooted in advocacy and developed organically to encompass a range of issues, which…
Is children's comprehension of subject-verb agreement universally late? Comparative evidence from French, English, and Spanish
Strong Integration in bilingual grammar, formalized
We present elicited production data reflecting cross-linguistic interference effects in the English wh-questions of Spanish-English bilingual children to provide a proof-of-concept for a proposed new formal analysis of such effects across cross-linguistic influence phenomena. The observed interference effects are interpreted as evidence for the Strong Integration hypothesis of bilingual grammatical architecture, in the context of independently do…
Modern slavery in law
The term modern slavery has become part of common discourse in the last few years, attributable in large part to the enactment of the Modern Slavery Act (UK) and its Australian counterpart, the Modern Slavery Act (Cth). These Acts define modern slavery, for which they are both named, by reference to specific categories of criminal offences. But the term is actually rooted in advocacy and developed organically to encompass a range of issues, which…
Arguing for Teachers and for Friends
A novel instrument, the Features of Excellent Arguments task (FEXA), was developed to elicit adolescents’ judgments about argumentative essays displaying to varying degrees features characteristic of strong persuasive writing: academic language, rich evidence, multiple perspectives, and rhetorical appeal. We collected students’ categorical choices about the purposes to which the essays were suited (e.g., convincing a friend, impressing a language…
Reducing academic inequalities for English language learners
Most U.S. classrooms serve students with various linguistic and academic needs. Tier-I universal approaches support English language learners (ELLs) without segregating them into a different track and thereby constraining future learning opportunities. The current study examines whether Word Generation (WG), a Tier-I discussion-based program designed to build academic literacy and linguistic practices, provides differential gains for non-ELL and …
“And they had a big, big, very long fight
This study examined the development of evaluative language in preschoolers’ oral fictional narratives using a storytelling/story-acting practice where children told stories to and for their friends. Evaluative language orients the audience to the teller's cognitive and emotional engagement with a story's events and characters, and we hypothesized that this STSA context might yield new information about the early development of this language, prio…
Converging Evidence of Underlying Competence
A surprising comprehension-production asymmetry in subject-verb (SV) agreement acquisition has been suggested in the literature, and recent research indicates that task-specific as well as language-specific features may contribute to this apparent asymmetry across languages. The present study investigates when during development children acquiring Mexican Spanish gain competence with 3 rd -person SV agreement, testing production as well as compre…
Application of Emergent Bilinguals’ Sociocognitive Skills to Argumentative Writing Within a Discussion‐Rich Language and Literacy Curriculum
Supporting social strengths amid emerging bilingualism
Bilinguals often outperform monolinguals at apprehending the perspectives of others—an apparent consequence of their experiences moving across linguistic and sociocultural contexts. Whether English learners' (ELs') use of such skill in academic writing may be affected by literacy curriculum is the focus of this study. The study explored students' use of social perspective taking (SPT) in writing by examining their responses to a novel argumentati…
Improving writing without teaching it
Toward a Science of Strengths‐Based Approaches to Reading for English Learners in K‐12 Schools
The popular Science of Reading (SoR) movement has galvanized attention to early reading instruction with an emphasis on foundational reading skills, yet this movement is largely grounded in research focused on monolingual emergent readers. In this article, we aim to advance the science of strengths‐based reading instruction for the segment of the population of multilingual learners who stand the most to gain from enhanced learning opportunities: …
Linguistics (8 works) · Psychology (7 works) · Reading and Literacy Development (7 works) · Computer Science (5 works) · Literacy (5 works) · Mathematics education (5 works) · EFL/ESL Teaching and Learning (4 works) · Language Development and Disorders (4 works) · Philosophy (4 works) · Argumentative (3 works)