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B. A., English and Literature, East China Normal University

M.Ed., ESL, University of Nevada, Las Vegas

Ed.D., Literacy, University of Nevada, Las Vegas 

Literacy Teacher Education

Literacy Development of English Language Learners

English and Mandarin Biliteracy Development and Instruction

Technology Integration in Literacy Teaching and Learning

Xu, S. (2021). Forward. In Patricia R. Schmidt (Ed.). Authentic voices: Culturally responsive teaching and learning. Information Age Publishing.

Xu, S. (2020). A content analysis of PPTs: Exploring preservice teachers’ TPACK development. In Proceedings of SITE Interactive Online 2020 Conference (pp. 602-607). Association for the Advancement of Computing in Education (AACE). Retrieved October 30, 2020 from .

Xu, S. (2018). Choice, quality, and role: Preservice teachers’ perceptions and learning experiences in a hybrid and an online version of a reading methods course. In Proceedings of E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 1014-1019). Las Vegas, NV, United States: Association for the Advancement of Computing in Education (AACE). Retrieved October 23, 2018 from .

Xu, S. H. (2018). The million dollar question: “How do I Teach Reading Effectively”. �°������ϲ����� 2018 Fall ORSP Research Newsletter.

Xu, S. H., & Schnablegger, J. (2018). Learning and practicing a humanizing pedagogy: One teacher’s journey. In P. Schmidt, & Lazar, A. (Eds.), Schools of promise for multilingual students: Transforming literacies, learning, and lives (pp. 148-163). New York: Teachers College Press.

Reese, L., Richards-Tutor, C., Pavri, S., Hansuvadha‎, N., Xu, S. (2018). Teachers for inclusive, diverse, urban settings. Issue in Teacher Education, 27(1), 17-27.

Xu, S. H. (2015). Beyond pedagogy in teacher education: Developing teacher candidates’ linguistic knowledge. In P. Schmidt, B. Griffith, & D. Loveless (Eds.), Reconceptualizing literacy in the new age of multiculturalism and pluralism (2^nd ed. pp. 383-402). Information Age Publishing. 

Xu, S. H. (2014). Learning to read and reading to learn through literacy memories: Exploring teacher candidates’ culturally responsive teaching of reading. In C. Finkbeiner & Lazar, A. (Eds.), Getting to know ourselves and others through the ABCs (pp. 125-141). New York: Information Age Publisher.

Xu, S. H. (2014). Addressing linguistic differences in literacy instruction for Chinese-speaking English learners. The California Reader, 47(3), 11-19.

Xu, S. H. (2012). Strategies for differentiated instruction for English learners. In E. Ortlieb & E. Cheek (Eds.), Utilizing informative assessments towards effective literacy practices: Literacy research, practice and evaluation (Vol. 1, pp. 349-378). Bigley, UK: Emerald.

Xu, S. H. (2011). Book review: Reading instruction for diverse classrooms: research-based, culturally responsive practice. Educational Review, DOI:10.1080/00131911.2011.634166 ()

Xu, S. H. (2012). Strategies for differentiated instruction for English learners. In E. Ortlieb & E. Cheek (Eds.), Utilizing informative assessments towards effective literacy practices: Literacy research, practice and evaluation (Vol. 1, pp. 349-378). Bigley, UK: Emerald.

Xu, S. H. (2011). Book review: Reading instruction for diverse classrooms: research-based, culturally responsive practice. Educational Review, DOI:10.1080/00131911.2011.634166 () 

Xu, S. H. (2010). Teaching English language learners: Literacy strategies & resources for K-6. New York: Guilford.

Xu, S. H. (2008). Rethinking literacy learning and teaching: Intersections of adolescents' in-school and out-of school literacy practices. In K. A. Hinchman & H. K. Sheridan-Thomas (Eds.), Best Practices in adolescent literacy instruction (pp. 39-56). New York: Guilford. 

Xu, S. H. (2008). Critical literacy practices in teaching and learning. New England Reading Association Journal, 43, 12-22.

Barone, M. D., & Xu, S. H. (2008). Literacy instruction for English Language Learners, PreK-6. New York: Guilford.

Xu, S. H. (2006). The complexity and multiplicity of preservice teachers' exploring diversity issues. In P. R. Schmidt & C. Finkbeiner (Eds.), The ABCs cultural understanding and communication (pp. 143-160). Greenwich, CT: Information Age Publishing.

Xu, S. H. (2006). Popular culture among Chinese youth: A commentary. In J. Xi, Y. Sun, J. J. Xiao (Eds.), Chinese youth in transition (pp. 193-198). Hampshire, England: Ashgate Publishing Limited.

Xu, S. H., Sawyer, R., & Zunich, L. (2005). Trading cards to comic strips: Popular culture texts and literacy learning in grades K-8. International Reading Association.

Barone, M. D., Mallette, H. M., & Xu, S. H. (2005). Teaching early literacy: Development, assessment, and instruction. New York: Guilford Press.

Xu, S. H. (2004). Teachers' reading of students' popular culture texts. In C. M. Fairbanks, J. Worthy, B. Maloch, J. V. Hoffman, D. L. Schallert (Eds.), 53rd Yearbook of the National Reading Conference (pp. 417-431). Oak Creek, WI: National Reading Conference.

Alvermann, D., & Xu. S. H. (2003). Children's everyday literacies: Intersections of popular culture and language arts instruction across the curriculum. Language Arts, 81, 145-154.

 Xu, S. H. (2003). Literacy-related play with an integration of students' "funds of knowledge". International Journal of Social Education, 18, 9-16.

Xu, S. H., & Rutledge, A. L. (2003). "Chickens start with Ch!": Kindergartners talk about print through environmental print. Young Children, 58, 44-51.

Xu, S. H. (2003). The learner, the teacher, the text, and the context: Sociocultural approaches to early literacy instruction for English learners. In D. Barone & L. Morrow (Eds.), Research-based practices in early literacy (pp. 61-80). New York: Guilford Press.

Xu, S. H. (2002). Teachers learn to integrate literacy instruction diverse students' "funds of knowledge" with popular culture. In D. L. Schallert, C. M. Fairbanks, J. Worthy, B. Maloch, & J. V. Hoffman (Eds.), 51st Yearbook of the National Reading Conference (pp. 407-419). Oak Creek, WI: National Reading Conference.

Xu, S. H. (2002). Teacher's full knowledge of students' popular culture and the integration of aspects of that culture into the literacy instruction. Education, 122, 721-730.

Xu, S. H. (2001). Preservice teachers connect multicultural knowledge and perspectives with literacy instruction for minority students. In P. R. Schmidt & P. B. Mosenthal (Eds.), Reconceptualizing literacy in the new age of multiculturalism and pluralism (pp. 323-340). Greenwich, CT: Information Age Publishing.

Xu, S. H. (2000). Preservice teachers in a literacy methods course consider issues of diversity. Journal of Literacy Research, 32, 505-531.

Xu, H. (2000). Preservice teachers integrate understandings of diversity into literacy instruction: An adaptation of the ABCs model. Journal of Teacher Education, 51, 135-142.

Coordinator, Reading and Literacy Added Authorization Program (Online)

Coordinator, EDEL 452 Teaching and Learning Reading, K-8

Member, College Curriculum Committee

Member, University Mini Grants & Summer Stipends Committee 

Member, College Professional Review Committee

Member, Department Tenure and Promotion Committee

Secretary and Member, University Teacher Preparation Committee

Member, University Curriculum and Educational Policies Council

Member, College Retention, Tenure & Promotion (RTP) Committee

Member, Ed.D. Program Admission Committee

Member, College Technology Committee

Chair and Member, Department Evaluation of Lecturers Committee

Member, Department Program Evaluation Committee

Member, Department Technology Committee

Member, Department Admission and Standards Committee

Member, Department Budget Committee Member, Department Advisory Cabinet

Teacher Candidates' Development of Pedagogical Content Knowkledge

Community Resources for Literacy Instruction

English and Mandarin Biliteracy Development and Instruction