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Generating Knowledge of Academic Language Among Urban Middle School Students
Lawrence, J. F., Rolland, R. G., Branum-Martin, L., & Snow, C. E. (2014). Generating vocabulary knowledge for at-risk middle school readers: Contrasting program effects and growth trajectories. Journal of Education for Students Placed at Risk, 19(2), 76–97. http://doi.org/10.1080/10824669.2014.958836
Abstract: A quasi-experimental study of a novel, cross-content area vocabulary inter- vention program called Word Generation showed significantly greater growth among 6th- to 8th-grade students in schools implementing the program than in comparison schools, on a curriculum-specific test. Furthermore, the language-minority students in the treatment, but not the comparison, schools showed greater growth than the English- only students. Improvement on the curriculum-specific test predicted performance on the Massachusetts Comprehensive Assessment System (MCAS) English language arts assessment, again only for students in the treatment schools. Recognizing the need to im- plement a more rigorous experimental study of this program, nonetheless we conclude that participation in the intervention, with its focus on deep reading, comprehension of current-events topics, productive classroom discussion, developing arguments, and producing persuasive essays, was a plausible contributor to student performance on the MCAS.
Funders: Development and further evaluation of Word Generation was supported by Senior Urban Education Fellowship awarded to Catherine Snow by the Council of Great City Schools (https://www.cgcs.org). Joshua Lawrence was supported by funds awarded to Catherine Snow by the Spencer Foundation (https://www.spencer.org) and the Carnegie Corporation of New York (https://www.carnegie.org). This research was made possible through grants from IES (R305A050056). https://ies.ed.gov
Lawrence, J.F. (2015, September). Technology in English. U.S. Department of State, Bureau of Educational and Cultural Affairs. The White House, Washington D.C.
Warschauer, M., & Lawrence, J. F. (2014, April). The Learning Analytics of Cloud Based Writing. Google Campus, New York, New York
Lawrence, J.F. (2012, September). Does talk exposure in preschool predict second-language vocabulary at age 10? A longitudinal study of Turkish immigrant children growing up in Norway. 学前教育中的语言接触是否会预测儿童10岁时的第二语言词汇？(Presented in Mandarin). East China Normal University, Shanghai, China.