Student Co-Author            † Student Whom I Advise

Lawrence, J. F., Knoph, R., McIlraith, A., Kulesz, P. A., & Francis, D. J. (2021). Reading comprehension and academic vocabulary: Exploring relations of item features and reading proficiency. Reading Research Quarterly, rrq.434.

Hagen, Å, Knoph, R., Hjetland, H.N., Rogde, K., Lawrence, J.F., Lervåg, A., Melby-Lervåg, M. (in press). Measuring Listening Comprehension and Predicting Language Development in At-Risk Preschoolers Scandinavian Journal of Educational Research (CSJE). .

Lawrence, J. F., Hagen, Å.M., Hwang, J.K., Lin, G., & Lervåg, A. (2019).  Academic vocabulary and reading comprehension: exploring the relationships across measures of vocabulary knowledge. Reading and Writing.

Taylor, K. S., Lawrence, J. F., Connor, C. M., & Snow, C. E. (2018). Cognitive and linguistic features of adolescent argumentative writing: Do connectives signal more complex reasoning? Reading and Writing. Argumentative Organizer

Chen, S., Lawrence, J. F., Zhou, J., Min, L. & Snow, C.E. (in press). The Efficacy of a Book Reading Intervention on Vocabulary Development of Young Uyghur Children: A Randomized Controlled Trial. Early Childhood Research Quarterly.

†Hwang, J. K., Lawrence, J. F., & Snow, C. E. (2017). Defying expectations: Vocabulary growth trajectories of high performing language minority students. Reading and Writing, 30(4), 829–856.  (online first edition)

Grøver, V., Lawrence, J. F., & Rydland, V. (2016). Bilingual preschool children’s second-language vocabulary development: The role of first-language vocabulary skills and second-language talk input. International Journal of Bilingualism, 76, 136700691666638.

Lawrence, J. F., Francis, D., Paré-Blagoev, E.J., & Snow, C. E. (2017). The Poor Get Richer: Heterogeneity in the Efficacy of a School-Level Intervention for Academic Language. Journal of Research on Educational Effectiveness, 10(4), 767–793. (online first edition)

† Hwang, J. K., Lawrence, J. F., Collins, P., & Snow, C. (2017). Vocabulary and reading performances of redesignated fluent English proficient students. TESOL Quarterly, 51(4), 757–786.

† Lin, A.R., Lawrence, J.F., Snow, C.E., & † Taylor, K. (2016). Assessing adolescents’ communicative self-efficacy to discuss controversial issues: Findings from a randomized study of the Word Generation program. Theory and Research in Social Education, 44(3), 316-343

Lawrence, J. F., ‡ Niiya, M., & Warschauer, M. (2016). Narrative writing in digital formats: Interpreting the impact of audience. Psychology of Language and Communication, 20(1).

†Lin, A. R., Lawrence, J. F., & Snow, C. E. (2015).  Teaching urban youth about controversial issues: Pathways to becoming active and informed citizens. Citizenship, Social and Economics Education, 14(2), 103–119.

Lawrence, J. F., ‡ Hinga, B., Mahoney, J. L., & Vandell, D. L. (2015). Summer activities and vocabulary development: Relationships across middle childhood and adolescence. International Journal for Research on Extended Education, 3(1), 71-93.

Lawrence, J. F., Crosson, A. C., Paré-Blagoev, E. J., & Snow, C. E. (2015). Word Generation randomized trial: Discussion mediates the impact of program treatment on academic word learning. American Educational Research Journal, 52(4), 750-786.

‡ Zheng, B., Lawrence, J. F., Warschauer, M., & Lin, C.-H. (2015). Middle school students’ writing and feedback in a cloud-based classroom environment. Technology, Knowledge and Learning, 20(2), 201–229.

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.

‡ Yim, S., Warschauer, M., Zheng, B., & Lawrence, J. F. (2014). Cloud-based collaborative writing and the Common Core Standards. Journal of Adolescent & Adult Literacy, 58(3), 243–254. 

† Hwang, J. K., Lawrence, J. F., Mo, E., & Snow, C. E. (2014). Differential effects of a systematic vocabulary intervention on adolescent language minority students with varying levels of English proficiency. International Journal of Bilingualism, 19(3), 314–332.

Rydland, V., Grøver, V., & Lawrence, J. F. (2014). The second-language vocabulary trajectories of Turkish immigrant children in Norway from ages five to ten: The role of preschool talk exposure, maternal education, and co-ethnic concentration in the neighborhood. Journal of Child Language, 41(2), 352–381.

Lawrence, J. F., Galloway, E. P., Yim, S., & † Lin, A. (2013). Learning to write in middle school? Insights into adolescent writers’ instructional experiences across content areas. Journal of Adolescent & Adult Literacy, 57(2), 151–161.

Lawrence, J. F., ‡ Capotosto, L., Branum-Martin, L., White, C., & Snow, C. E. (2012). Language proficiency, home-language status, and English vocabulary development: A longitudinal follow-up of the Word Generation program. Bilingualism: Language and Cognition, 15(3), 437–451.

Lawrence, J. F. (2012). English vocabulary trajectories of students whose parents speak a language other than English: Steep trajectories and sharp summer setback. Reading and Writing, 25(5), 1113–1141.

Snow, C. E., Lawrence, J. F., & White, C. (2009). Generating knowledge of academic language among urban middle school students. Journal of Research on Educational Effectiveness, 2(4), 325–344.

Lawrence, J. F. (2009). Summer reading: Predicting adolescent word learning from aptitude, time spent reading, and text type. Reading Psychology, 30(5), 445–465.

Fahey, K., Lawrence, J. F., & Paratore, J. R. (2007). Using electronic portfolios to make learning public. Journal of Adolescent & Adult Literacy, 50(6), 460 – 471.