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Yi Ding

PhD

Yi Ding - SM

Associate Professor

School Psychology

Lowenstein 1008I
212-636-6743
yding4@fordham.edu

Dr. Ding is an associate professor of School Psychology. She went to University of Minnesota Medical School for her internship in Pediatric Psychology and Pediatric Neuropsychology rotations. She received her PhD in School Psychology from The University of Iowa.

She is a Certified School Psychologist in the State of New York and a Nationally Certified School Psychologist (NCSP). She has experiences practicing in different school settings, department clinics, and hospital settings.

Education

BEd, MEd, Special Education, Beijing Normal University
EdS, PhD, School Psychology, The University of Iowa
APA Accredited Internship, University of Minnesota Medical School

Research

Her research interests include learning disabilities, developmental disabilities, STEM learning, and special education and school psychology issues based on a multicultural perspective.

Selected Publications

Peer-Reviewed Journal Articles (43)

43. Mehta, S., Ding, Y., Ness, M., & Chen, E. (published online). Invented spelling, word stress, and syllable awaress in relation to reading difficulties in children. Journal of Psycholinguistic Research.

42. Zhang, C., Du, J.-X., Sun, A., & Ding, Y. (published online). Extending face-to-face interactions: Understanding and developing an online teacher and family community. Early Childhood Education Journal.

41. Yang, L.-Y., Guo, J.-P., Ding, Y., & Li, W.-G. (published online). The use of learning study in designing examples for teaching Physics. Research in Science Education.

40. Crane, N., Zusho, A., Ding, Y., & Cancelli, A. (published online). Domain-specific metacognitive calibration in children with learning disabilities. Contemporary Educational Psychology.

39. Zhen, R., Liu, R.-D., Ding, Y., Liu, Y., Wang, J. & Xu, L. (published online). The moderating role of intrinsic value in the relation between basic psychological needs support and learning engagement in mathematics among Chines adolescent students. International Journal of Psychology.

38. Liu, R.-D., Zhen, R., Ding, Y., Liu, Y., Wang, J., Jiang, R. & Xu, L. (2018). Teacher support and math engagement: Roles of academic self-efficacy and positive emotions. Educational Psychology, 38(1), 3-16.

37. Ding, Y., Laux, J., Salyers, K., & Kozelka, S. (2017). Personality and graduate academic performance in counselor education and school psychology in the United States. School Psychology Forum: Research in Practice, 11(3), 105-122.

36. Xu, L., Liu, R.-D., Ding, Y., Mou, X., Wang, J., & Liu, Y. (2017). The mediation effect of coping style on the relations between personality and life satisfaction in Chinese adolescents. Frontiers in Psychology, 8, 1076.

35. Wang, J., Liu, R., Ding, Y., Xu, L., Liu, Y., & Zhen, R. (2017). Teacher’s autonomy support and engagement in math: Multiple mediating roles of self-efficacy, intrinsic value, and boredom. Frontiers in Psychology, 8, 1006.

34. Ding, Y., Liu, R.-D., Xu, L., Wang, J., & Zhang, D. (2017). Working memory load and automaticity in relation to mental multiplication. The Journal of Educational Research, 110(5), 554-564.

33. Liu, R.-D., Ding, Y., Xu, L., & Wang, J. (2017). Involvement of working memory in mental multiplication in Chinese elementary students. The Journal of Educational Research, 110(4), 380-390.

32. Wang, J., Liu, R.-D., Ding, Y., Liu, Y., Xu, L., & Zhen, R. (2017). What influences Chinese adolescents’ choice intention between playing online games and learning? Application of theory of planned behavior with subjective norm manipulated as peer support and parental monitoring. Frontiers in Psychology, 8, 589.

31. Zhang, D., Ding, Y., Lee, S., & Chen, J. (2017). Strategic developmental levels in multiplication problem solving: Patterns of students' strategy choices. The Journal of Educational Research, 110(2), 159-170.

30. Zhen, R., Liu, R.-D., Ding, Y., Wang, J., Liu, Y., & Xu, L. (2017). The mediating roles of academic self-efficacy and academic emotions in the relation between basic psychological needs satisfaction and learning engagement among Chinese adolescent students. Learning and Individual Differences, 54, 210-216.

29. Fan, C., Denner, P. R., Bocanegra, J. O., & Ding, Y. (2016). School psychologists’ willingness to implement RtI: The role of philosophical and practical readiness. Contemporary School Psychology, 20(4), 383-391.

28. Ding, Y., Xiao, F., Fan, C.-H., & Zhang, D. (2016). Introduction of Wechsler Intelligence Scale for Children-Fifth Edition. Chinese Journal of Special Education, 7, 18-25. (in Chinese)

27. Liu, Y., Liu, R.-D., Ding, Y., Wang, J., Zhen, R., & Xu, L. (2016). How online basic psychological need satisfaction influences self-disclosure online among Chinese adolescents: Moderated mediation effect of exhibitionism and narcissism. Frontiers in Psychology, 7, 1279.

26. Liu, R.-D., Bian, R., Gao, Q., Ding, Y., & Zhang, J. (2016). I like you more when your behaviors fit my motivational orientation: The effect of interpersonal regulatory fit on interpersonal evaluation. Personality and Individual Differences, 99(9), 166-173.

25. Fan, C., Denner, P. R., Ding, Y., & Chang, Y. (2016). The effects of two equating methods on the equivalence of the first grade DIBELS oral reading fluency probes. International Journal of Academic Research in Education and Review, 4(2), 29-46.   

24. Fan, C., Bocanegra, J. O., Ding, Y., & Neill, M. W. (2016). Examining school psychologists’ perceptions of Response to Intervention (RtI) implementation.  Trainers' Forum: Journal of the Trainers of School Psychologists, 35(1), 54-76.

23. Ding, Y., Salyers, K., Kozelka, S., & Laux, J. (2015). Vocational personality traits in counselor education and school psychology students. Journal of Employment Counseling, 52, 158-170.

22. Ding, Y., Liu, R.-D., McBride, C., & Zhang, D. (2015). Pinyin invented spelling in Mandarin Chinese-speaking children with and without reading difficulties. Journal of Learning Disabilities, 48(6), 635-645.

21. Liu, R.-D., Ding, Y., Gao, B.-C., & Zhang, D. (2015). The relations between number property strategies, working memory, and multiplication in Chinese elementary school students. Journal of Experimental Education, 83(3), 319-343.

20. Wang, C., Ni, H., Ding, Y., & Yi, C. (2015). Chinese teachers’ perceptions of the roles and functions of school psychological service providers in China. School Psychology International, 36(1), 77-93.

19. Zhang, D., Wang, Q., Ding, Y., & Liu, J. (2014). Testing accommodation or modification? The effects of integrated object representation on enhancing geometry performance in children with and without geometry difficulties. Journal of Learning Disabilities, 47(6), 569-583.

18. Liu, R.-D., Ding, Y., Zong. M. & Zhang, D. (2014). Concept development of decimals in elementary students: A conceptual change approach. School Science and Mathematics, 114(7), 326-338.

17. Zhang, D., Ding, Y., Barrett, D. E., Xin, Y.-P., & Liu, R.-D. (2014). A comparison of multiplication strategic development in low-achieving, average-achieving, and high-achieving students. European Journal of Psychology of Education, 29(2), 195-214.

16. Guo, J.-P., Yang, L.-Y., & Ding, Y. (2014). Effects of example variability and prior knowledge in how students learn to solve equations. European Journal of Psychology of Education, 29(1), 21-42.

15. Zhang, D., Xin, Y.-P., Harris, K., & Ding, Y. (2014). Improving multiplication strategic development in children with math difficulties. Learning Disabilities Quarterly, 37, 15-30.

14. Ding, Y., Guo, J.-P., Yang, L.-Y., Zhang, D., Ning, H., & Richman, L. C. (2013). Rapid automatized naming skills and immediate memory functions in Chinese elementary readers who read English as a second language. Journal of Learning Disabilities, 46(4), 347-362.

13. Yang, L.-Y., Guo, J.-P., Richman, L., Schmidt, F., Gerken, K., & Ding, Y. (2013). Visual skills and Chinese reading acquisition: A meta-analysis of correlation evidence. Educational Psychology Review, 25(1), 115-143.

12. Zhang, D., Ding, Y., Stegall, J. & Mo, L. (2012). The effects of visual-chunking-representation accommodation on geometry testing for students with math disabilities. Learning Disabilities Research & Practice, 27(4), 167-177.

11. Guo, J.-P., Pang, M.-F., Yang, L.-Y., & Ding, Y. (2012). Learning from comparing multiple examples: On the dilemma of “similar” or “different”. Educational Psychology Review, 24(2), 251-269.

10. Taylor, R., Ding, Y., Felt, D., & Zhang, D. (2011). Effects of Tier-I intervention on nonsense word fluency in first graders. School Psychology Forum: Research in Practice, 5(2), 54-73.

9. Ding, Y., Yang, L.-Y., Salyers, K., Harper, H., Guo, J.-P., Liu, H., & Feng, Y.-H. (2010). Assessing needs and challenges perceived by caregivers and teachers of children with autism spectrum disorder in China. Journal of International Association of Special Education, 11(1), 4-14.

8. Cochrane, W. C., Salyers, K., & Ding, Y. (2010). An examination of the preparation, supervisor’s theoretical model, and university support for supervisors of school psychology interns. Trainers’ Forum: Journal of the Trainers of School Psychology, 29(1), 6-23.

7. Ding, Y., Richman, L. C., Yang, L.-Y., & Guo, J.-P. (2010). Rapid automatized naming skills and immediate memory functions in Chinese Mandarin speaking elementary readers. Journal of Learning Disabilities, 43(1), 48-61.

6. Ding, Y., Kuo, Y.-L., & Van Dyke, D. C. (2008). School psychology in Mainland China, Hong Kong, and Taiwan: A cross-regional perspective. School Psychology International, 29(5), 529-548.

5. Ding, Y., Yang, L.-Y., Xiao, F., & Van Dyke, D. C. (2008). Post-Mao China educational services for exceptional individuals. Journal of International Association of Special Education, 8(1), 45-57.

4. Kuo, Y.-L., Tsou, S.-L., Ding, Y. (2007). Implication of creativity in gifted program: Csikszentmihalyi’s Approach. Gifted Education Quarterly (Taiwan), 103, 19-28. (in Chinese)

3. Ding, Y., Yang, L.-Y., Kuo, Y.-L., & Xiao, F. (2006). Introduction and analysis of Wechsler Intelligence Scale for Children-Fourth Edition. Chinese Journal of Special Education, 9, 35-42. (in Chinese)

2. Ding, Y., Xiao, F., & Yang, L.-Y. (2005). Development of school psychology services in foreign countries and suggestions for Chinese special education. Chinese Journal of Special Education, 65(11), 59-63. (in Chinese)

1. Ding, Y. (2001). Implementation of IEP in China- A comparison of education systems of China and the U.S., Chinese Journal of Special Education, 32(4), 56-60. (in Chinese)

Invited Book Chapters (3)

Ding, Y., & Alfonso, V. C. (2016). Overview of the Woodcock-Johnson IV: Organization, content, and psychometric properties. In D. P. Flanagan & V. C. Alfonso (Eds.), Clinical use and interpretation of the WJ-IV: Scientist-practitioner perspectives (pp. 1-30). San Diego, CA: Elsevier.

Liu, R.-D., Ding, Y., Zong, M., & Zhang, D. (2015). Effect of intervention on decimal computation in Chinese elementary students: A problem-based learning approach. In J. Middleton & J. Cai (Eds.), Design, Results, and Implications of Large-Scale Studies in Mathematics Education (pp. 235-263). New York, NY: Springer.

Ding Y., & Zhang, D. (2014). Developmental and cultural perspectives of social and emotional development and its relation to school success. In C. Zhang, C. R. McCray, & S.-J. Cho (Eds.), Using positive behavioral supports for promoting school success from early childhood to high school for culturally and linguistically diverse students: Practices and policies (pp. 25-44). New York, NY: Peter Lang Publishing Group.

Courses

Applications of Behavior Analysis in Educational Settings (PSGE6311)

Assessment Strategies for Young Children with Disabilities (CTGE5157)

Clinical Practicum in School Psychology (PSGE7500/7501)

Cognitive Assessment (PSGE7508)

Race and Multicultural Education (EDGE6101)