Xuexue Yang
Biographic Data
| ID | 5435258 |
|---|---|
| NAME | Xuexue Yang |
| GIVEN NAMES | Xuexue |
| FAMILY NAME | Yang |
| SIGNATURE | YANG X |
| AFFILIATIONS | Michigan State University |
| ORCID | 0000-0003-3660-604X |
| VERIFIED | Yes |
| TOTAL WORKS | 3 |
| TOTAL CITATIONS | 4 |
| WORKS AS AUTHOR | 3 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2016 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 1 |
Linguistically responsive formative assessment for emergent bilinguals
This study explores the responsiveness of an elementary teacher’s support for emergent bilingual students by examining the connections between the teacher’s assessment expertise, formative assessment practices, and emergent bilinguals’ unique language needs in math classes. The study, which investigated the indicators that characterize a linguistically responsive and equitable formative assessment, included and prioritized the perspectives of eme…
Assessment accommodations for emergent bilinguals in mainstream classroom assessments
Despite the importance of assessment accommodations, little is known about its use in the context of classroom assessments. To provide guidance for teachers on how to best support their emergent bilinguals during classroom assessments, there may be ideas from large-scale assessments that can be used in the classrooms. This article, a targeted literature review, examines themes and evidence relative to assessment accommodations for emergent biling…
Chinese L2 Learners’ Depth of Vocabulary Knowledge and Its Role in Reading Comprehension
Using a Chinese Word Associates Test (WAT‐C), this study examined the vocabulary depth of second language learners of Chinese and its contribution to the learners’ reading comprehension. Results showed no significant effects of word frequency, word class (i.e., adjectives vs. verbs), and type of association relationships (i.e., paradigmatic vs. syntagmatic) on learners’ WAT‐C performance. More important, vocabulary depth was found to be a signifi…
Chinese L2 Learners’ Depth of Vocabulary Knowledge and Its Role in Reading Comprehension
Using a Chinese Word Associates Test (WAT‐C), this study examined the vocabulary depth of second language learners of Chinese and its contribution to the learners’ reading comprehension. Results showed no significant effects of word frequency, word class (i.e., adjectives vs. verbs), and type of association relationships (i.e., paradigmatic vs. syntagmatic) on learners’ WAT‐C performance. More important, vocabulary depth was found to be a signifi…
Chinese L2 Learners’ Depth of Vocabulary Knowledge and Its Role in Reading Comprehension
Using a Chinese Word Associates Test (WAT‐C), this study examined the vocabulary depth of second language learners of Chinese and its contribution to the learners’ reading comprehension. Results showed no significant effects of word frequency, word class (i.e., adjectives vs. verbs), and type of association relationships (i.e., paradigmatic vs. syntagmatic) on learners’ WAT‐C performance. More important, vocabulary depth was found to be a signifi…
Assessment accommodations for emergent bilinguals in mainstream classroom assessments
Despite the importance of assessment accommodations, little is known about its use in the context of classroom assessments. To provide guidance for teachers on how to best support their emergent bilinguals during classroom assessments, there may be ideas from large-scale assessments that can be used in the classrooms. This article, a targeted literature review, examines themes and evidence relative to assessment accommodations for emergent biling…
Linguistically responsive formative assessment for emergent bilinguals
This study explores the responsiveness of an elementary teacher’s support for emergent bilingual students by examining the connections between the teacher’s assessment expertise, formative assessment practices, and emergent bilinguals’ unique language needs in math classes. The study, which investigated the indicators that characterize a linguistically responsive and equitable formative assessment, included and prioritized the perspectives of eme…
Psychology (3 works) · Mathematics education (2 works) · Pedagogy (2 works) · Student Assessment and Feedback (2 works) · Accommodation (1 work) · Cognition (1 work) · Cognitive psychology (1 work) · Comprehension (1 work) · Computer Science (1 work) · Disability Education and Employment (1 work)