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Ying Guo

Title: Associate Professor
Office: 260C Teachers College
Tel: 513-556-0359
Email: guoy3@ucmail.uc.edu

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. Although my research focuses on children who exhibit developmental vulnerabilities in academic achievement, my research covers diverse populations of children, including children with language impairment (LI), children who are typically developing, and English language learners (ELLs).

Education

  • Doctor of Philosophy, Florida State University, 2008 (Educational Psychology: Major) & (Reading & Language Arts: Minor).
  • Masters of Science, Florida State University, 2006 (Educational Psychology).

Research Information

Research Support

  • (PI), Ying Guo & Allison Breit-Smith, Increasing Early Reading and Writing Skills through Interactive Writing for Preschoolers: A Feasibility Study, Faculty Research Grant, University Research Council, University of Cincinnati. $6,500. 2012 to 2013. Status: Active.
  • (Co-PI), Allison Breit-Smith (PI), Feasibility of a Pediatric Clinic-Based Early Reading Program, Interdisciplinary Faculty Research Support Grant, University Research Council, University of Cincinnati. $25,000. 2012 to 2013. Status: Active.
  • (Collaborator), Guo, Ying; Prendeville, Jo-Anne; Smith, Allison; Swoboda, Christopher, Developing an Expository Book Reading Intervention for Preschool Children with Language Impairment, Department of Education. (R324A130205), $331,948.00. 07-01-2013 to 06-30-2017. Status: Active.
  • (PI), Guo, Ying; Kelcey, Benjamin; Smith, Allison; Swoboda, Christopher, Exploration of Writing Instruction for Kindergarten Children, Institute of Education Sciences. (R305A160253), $389,840.00. 07-01-2016 to 06-30-2020. Status: Awarded.

Publications

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.
  • Kaderavek, J., Guo, Y., & Justice, L. M. (In Press). Validity of the children's orientation to book reading rating scale. . Journal of Research in Reading.
  • Tompkins, V., Guo, Y., & Justice, L. M. (In Press). Inference generation, story comprehension, and language in the preschool years.. Reading and Writing.
  • Tompkins, V., Farrar, M. J., & Guo, Y. (In Press). Siblings, language, and false belief in low-income children.. Journal of Genetic Psychology.
  • Zhao, A., Guo, Y., Dynia, J. (In Press). Foreign language reading anxiety: Chinese as foreign language in the United States.. The Morden Language Journal.
  • 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..

Honors & Awards

  • 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. .
  • LRA STAR Mentoring Programs: Literacy Research Association: The Scholar of Color Transitioning into Academic Research Institutions Mentoring Programs , 2009 to 2011. Literacy Research Association: The Scholar of Color Transitioning into Academic Research Institutions Mentoring Programs .

Experience & Service

Board Certifications/Licenses

  • Certified CLASS Trainer/Coder: Qualification certificate for coding the classroom quality by using Classroom Assessment Scoring System (CLASS) and train the researchers to be reliable coders, University of Virginia, USA.