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I am a Professor at the University of Oslo. Faculty Profile

I am the founder of Reading Ways, a full-service consultancy that provides the tools and expertise schools need to bring MTSS to scale. Reading Ways brings strong research-based and effective professional learning to every content area classroom. Learn more at www.readingways.org.



Lawrence, J. F. (2009). Summer reading: Predicting adolescent word learning from aptitude, time spent reading, and text type. Reading Psychology30(5), 445–465. http://doi.org/10.1080/02702710802412008


摘要:对192名低收入非裔美国人和西班牙裔青少年(N = 192)进行了以下测试:(a)篇章理解、(b)词汇能力、(c)完形填空任务表现、(d)春季听力理解和秋季词汇量。我们调查了学生 (a)叙事,(b)说明性,(c)青少年文化,和(d)在线文本的阅读能力。完形填空成绩与学生叙述性阅读和说明性阅读的时间和频率的乘积所产生的交互效应都是秋季词汇量的重要预测因子。在线阅读很受欢迎,但并不能预测词汇量的增加。青少年文化阅读预示着词汇量的减少。学生们在夏季阅读中的文本类型和学生档案都在预测秋季词汇成绩方面发挥了重要作用。

Related Links: http://dx.doi.org/10.3224/ijree.v3i1.19582

相关文献: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 Education3(1), 71-93. http://dx.doi.org/10.3224/ijree.v3i1.19582