Yucheng Cao

Biographic Data

ID7219454
NAMEYucheng Cao
GIVEN NAMESYucheng
FAMILY NAMECao
SIGNATURECAO Y
AFFILIATIONSMiddle Tennessee State University
ORCID0000-0002-4842-0667
VERIFIEDYes
TOTAL WORKS9
TOTAL CITATIONS0
WORKS AS AUTHOR9
WORKS AS EDITOR0
FIRST PUBLICATION YEAR2023
LATEST PUBLICATION YEAR2026
H-INDEX0

  • Exploring teacher language use and early literacy achievement

    Open AccessYucheng Cao, Minkyung Cho et al.ARTICLELearning and Instruction2026

  • Improving writing through evidence-based teaching

    Open AccessVera Busse, Yucheng Cao et al.ARTICLELearning and Instruction2026

    Structured Abstract Background Writing plays a crucial role in educational achievement in general and the successful transition from primary to secondary school. The aim of the present quasi-experimental study was to investigate the effect of a writing intervention on primary students’ writing performance and writing motivation. Method The sample included 846 children (Grades 3-4) across nine schools. The intervention was delivered through studen…

  • The validity and reliability of a writing self-efficacy scale for Chinese students in grades 4–9

    Open AccessYucheng Cao, Tien Ping Hsiang et al.ARTICLEReading and Writing2026

  • Unpacking the Relation Between Oral Language and Written Composition

    Open AccessRocío C Seoane, Jiali Wang et al.ARTICLEReview of Educational Research2026

    Oral language underpins written composition, establishing a relation between the two constructs; however, a comprehensive understanding of the factors moderating this relation remains to be fully explored. This meta-analysis investigates the relation between oral language and written composition, with a particular focus on identifying the factors that influence its relation. Moderators of grade level, language learner status, developmental langua…

  • Socioeconomic status and literacy achievement

    Yucheng Cao, Young‐suk Grace Kim et al.ARTICLEJournal of Educational Psychology2026

  • Teaching argumentative writing

    Steve Graham, April Camping et al.ARTICLEJournal of Educational Psychology2026

  • Content knowledge and comprehension

    Open AccessYoung‐suk Grace Kim, Yucheng CaoARTICLEPsychological Bulletin2025

    We examined (a) the relation between content knowledge and comprehension (both reading and listening comprehension) using correlational data and (b) the impact of content knowledge instruction on content knowledge and comprehension using causal data. Moderation by assessment, person, instruction, and study quality characteristics was systematically examined. For causal data, listening comprehension was excluded from moderation analysis due to ins…

  • Are Observed Classroom Practices Related to Student Language/Literacy Achievement

    Open AccessYucheng Cao, Young‐suk Grace Kim et al.ARTICLEReview of Educational Research2023

    In this study, we examined the relation of observed classroom practices to language and literacy achievement and the moderation of this relation for students from pre-K to sixth grade. A total of 136 studies (N = 107,882 participants) met the inclusion criteria, of which 108 studies were included for meta-analysis and the other 28 studies were narratively synthesized. The average zero-order (r = .12) and partial correlations (r p = .04) were stat…

  • A meta-analysis of writing treatments for students in grades 6–12

    Steve Graham, Young‐suk Grace Kim et al.ARTICLEJournal of Educational Psychology2023

    There is considerable concern that many adolescents do not attain the writing competence needed to be successful in school, their personal lives, or the workplace. Ensuring that students acquire this competence is a basic responsibility of schools. In order to meet this objective, teachers need access to effective practices for teaching writing. In this meta-analysis, we examined if teaching writing improved the writing and reading of students in…