夏季阅读:根据青少年的天赋、阅读时间和阅读文本类型预测其词汇学习能力

Lawrence, J. F. (2009). Summer reading: Predicting adolescent word learning from aptitude, time spent reading, and text type. Reading Psychology, 30(5), 445–465. http://doi.org/10.1080/02702710802412008

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 Education, 3(1), 71-93. http://dx.doi.org/10.3224/ijree.v3i1.19582

INVITED PRESENTATIONS

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.

Software Development

Lawrence, J., & Krueger, N. (2016). Bifrost: Bridging linguistic, cognitive and computer science resources (Version Reduced: Polysemy and Depth only). Retrieved from https://github.com/Malthanatos/Bifrost/tree/Reduced--Polysemy-and-Depth-only

EDITED VOLUME

Ippolito, J., Lawrence, J. F., & Zaller, C. (2013). Adolescent Literacy in the Era of the Common Core. Cambridge, MA: Harvard Education Press.

Other publications

Ippolito, J., Dobbs, C., Charner-Laird, M., & Lawrence, J. F. (2016). Delicate layers of learning: Achieving disciplinary literacy requires continuous, collaborative adjustments. Learning Forward.

Lawrence, J. F., White, C., & Snow, C. E. (2010). The words students need. Educational Leadership, 68(2), 23–26.

Lawrence, J. F. (2005). Perennial Themes in Education. Journal of Education, 186(1), 87–95.