Joshua Lawrence

Image of Joshua Lawrence
Norwegian version of this page
Phone +47 22858153
Room 527
Available hours Appointments
Username
Visiting address Sem Sælands vei 7 Helga Engs hus 0371 Oslo
Postal address Postboks 1092 Blindern 0317 Oslo

Academic Interests

  • Experimental design
  • Randomized trial
  • Longitudinal methods
  • Vocabulary
  • L1 & L2 language development
  • Reading comprehension
  • Disciplinary learning

Education

  • EdD in Education, Department of Developmental Studies and Counseling, Boston University
  • MAT in Teaching English as a Second Language, Salem State University, Salem MA
  • BA in Ancient Philosophy, University of Calgary, Canada

Academic Positions

  • Associate Professor, Institute for Educational Research, University of Oslo, 2016 - present
  • Assistant Professor, School of Education, University of Oslo, 2011 – present
  • Postdoctoral research fellow, Harvard University, 2008 – 2011
Tags: Education, Comprehending and learning from text

Publications

  • Knoph, Rebecca; Lawrence, Joshua & Francis, David J. (2023). The Dimensionality of Lexical Features in General, Academic, and Disciplinary Vocabulary. Scientific Studies of Reading. ISSN 1088-8438. doi: 10.1080/10888438.2023.2241939. Full text in Research Archive
  • Yang, Junyi & Lawrence, Joshua (2022). Multimodal Literacies at Home: A Survey Study of Chinese-Norwegian Bilingual Children. In Brown, Sally & Hao, Ling (Ed.), Multimodal Literacies in Young Emergent Bilinguals: Beyond Print-Centric Practices. Multilingual Matters. ISSN 9781800412361. p. 261–273. doi: 10.21832/9781800412361-023. Full text in Research Archive
  • Yang, Junyi; Lawrence, Joshua & Grøver, Vibeke (2022). Parental Expectations and Home Literacy Environment: A Questionnaire Study of Chinese-Norwegian Dual Language Learners. Journal of Research in Childhood Education. ISSN 0256-8543. doi: 10.1080/02568543.2022.2098427. Full text in Research Archive
  • Lawrence, Joshua; Knoph, Rebecca; Mcllraith, Autumn; Kulesz, Paulina A. & Francis, David (2021). Reading Comprehension and Academic Vocabulary: Exploring Relations of Item Features and Reading Proficiency. Reading Research Quarterly. ISSN 0034-0553. doi: 10.1002/rrq.434.
  • Hagen, Åste Mjelve; Knoph, Rebecca; Hjetland, Hanne Næss; Rogde, Kristin; Lawrence, Joshua & Lervåg, Arne [Show all 7 contributors for this article] (2021). Measuring Listening Comprehension and Predicting Language Development in At-Risk Preschoolers. Scandinavian Journal of Educational Research. ISSN 0031-3831. doi: 10.1080/00313831.2021.1939136. Full text in Research Archive
  • Taylor, Karen S.; Lawrence, Joshua Fahey; Connor, Carol M. & Snow, Catherine E (2018). Cognitive and linguistic features of adolescent argumentative writing: Do connectives signal more complex reasoning? Reading and writing. ISSN 0922-4777. p. 1–25. doi: 10.1007/s11145-018-9898-6. Full text in Research Archive
  • Chen, Si; Lawrence, Joshua Fahey; Jing, Zhou; Min, Lanbin & Snow, Catherine E (2018). The Efficacy of a Book Reading Intervention on Vocabulary Development of Young Uyghur Children: A Randomized Controlled Trial. Early Childhood Research Quarterly. ISSN 0885-2006. 44(3), p. 206–219. doi: 10.1016/j.ecresq.2017.12.008. Full text in Research Archive
  • Lawrence, Joshua Fahey; Hagen, Åste Mjelve; Hwang, Jin Kyoung; Lin, Grace & Lervåg, Arne (2018). Academic vocabulary and reading comprehension: exploring the relationships across measures of vocabulary knowledge. Reading and writing. ISSN 0922-4777. p. 1–22. doi: 10.1007/s11145-018-9865-2. Full text in Research Archive
  • Lawrence, Joshua Fahey; Francis, David; Paré-Blagoev, Juliana & Snow, Catherine E (2017). The poor get richer: heterogeneity in the efficacy of a school-level intervention for academic language. Journal of Research on Educational Effectiveness. ISSN 1934-5747. 10(4), p. 767–793. doi: 10.1080/19345747.2016.1237596. Full text in Research Archive
  • Hwang, Jin Kyoung; Lawrence, Joshua Fahey; Collins, Penelope & Snow, Catherine E (2017). Vocabulary and Reading Performances of Redesignated Fluent English Proficient Students. TESOL Quarterly. ISSN 0039-8322. 51(4), p. 757–786. doi: 10.1002/tesq.346.
  • Grøver, Vibeke; Lawrence, Joshua & Rydland, Veslemøy (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. ISSN 1367-0069. 22(2).
  • Lin, Alex Romeo; Lawrence, Joshua Fahey; Snow, Catherine E & Taylor, Karen S. (2016). Assessing adolescents’ communicative self-efficacy to discuss controversial issues: Findings from a randomized study of the Word Generation program. Theory & Research in Social Education. ISSN 0093-3104. 44(3), p. 316–343. doi: 10.1080/00933104.2016.1203852.
  • Lawrence, Joshua Fahey; Niiya, Melissa & Warschauer, Mark (2016). Narrative writing in digital formats: Interpreting the impact of audience. Psychology of Language and Communication. ISSN 1234-2238. 20(1), p. 201–221. doi: 10.1515/plc-2015-0012.
  • Hwang, Jin Kyoung; Lawrence, Joshua Fahey & Snow, Catherine E (2016). Defying expectations: Vocabulary growth trajectories of high performing language minority students. Reading and writing. ISSN 0922-4777. p. 1–28. doi: 10.1007/s11145-016-9703-3.
  • Lin, Alex Romeo; Lawrence, Joshua Fahey & Snow, Catherine E (2015). Teaching urban youth about controversial issues: Pathways to becoming active and informed citizens. Citizenship, Social and Economics Education (CSEE). ISSN 1478-8047. 14(2), p. 103–119. doi: 10.1177/2047173415600606.
  • Lawrence, Joshua Fahey; Hinga, Briana M.; Mahoney, Joseph L. & Vandell, Deborah Lowe (2015). Summer activities and vocabulary development: Relationships across middle childhood and adolescence. International Journal for Research on Extended Education (IJREE). ISSN 2196-3673. 3(1), p. 71–93. doi: 10.3224/ijree.v3i1.19582.
  • Lawrence, Joshua Fahey; Crosson, Amy C.; Paré-Blagoev, Juliana & Snow, Catherine E (2015). Word Generation randomized trial: Discussion mediates the impact of program treatment on academic word learning. The American Educational Research Journal (AERJ). ISSN 0002-8312. 52(4), p. 750–786. doi: 10.3102/0002831215579485.
  • Zheng, Binbin; Lawrence, Joshua Fahey; Warschauer, Mark & Lin, Chi-Hsi (2015). Middle school students’ writing and feedback in a cloud-based classroom environment. Technology, Knowledge and Learning. ISSN 2211-1662. 20(2), p. 201–229. doi: 10.1007/s10758-014-9239-z.
  • Lawrence, Joshua Fahey; Rolland, Rebecca Givens; Branum-Martin, Lee & Snow, Catherine 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. ISSN 1082-4669. 19(2), p. 76–97. doi: 10.1080/10824669.2014.958836.
  • Yim, Soobin; Warschauer, Mark; Zheng, Binbin & Lawrence, Joshua Fahey (2014). Cloud-based collaborative writing and the Common Core Standards. Journal of Adolescent & Adult Literacy. ISSN 1081-3004. 58(3), p. 243–254. doi: 10.1002/jaal.345.
  • Hwang, Jin Kyoung; Lawrence, Joshua Fahey; Mo, Elaine & Snow, Catherine E (2014). Differential effects of a systematic vocabulary intervention on adolescent language minority students with varying levels of English proficiency. International Journal of Bilingualism. ISSN 1367-0069. 19(3), p. 314–332. doi: 10.1177/1367006914521698.
  • Lawrence, Joshua Fahey; Galloway, Emily; Yim, Soobin & Lin, Alex (2013). Learning to write in middle school? Insights into adolescent writers’ instructional experiences across content areas. Journal of Adolescent & Adult Literacy. ISSN 1081-3004. 57(2), p. 151–161. doi: 10.1002/jaal.219.
  • Lawrence, Joshua Fahey (2012). English vocabulary trajectories of students whose parents speak a language other than English: Steep trajectories and sharp summer setback. Reading and writing. ISSN 0922-4777. 25(5), p. 1113–1141. doi: 10.1007/s11145-011-9305-z.
  • Lawrence, Joshua Fahey; Capotosto, Lauren; Branum-Martin, Lee; White, Claire & Snow, Catherine E. (2012). Language proficiency, home-language status, and English vocabulary development: A longitudinal follow-up of the Word Generation program. Bilingualism: Language and Cognition. ISSN 1366-7289. 15(3), p. 437–451. doi: 10.1017/S1366728911000393.
  • Snow, Catherine E.; Lawrence, Joshua Fahey & White, Claire (2009). Generating knowledge of academic language among urban middle school students. Journal of Research on Educational Effectiveness. ISSN 1934-5747. 2(4), p. 325–344. doi: 10.1080/19345740903167042.
  • Lawrence, Joshua Fahey (2009). Summer reading: Predicting adolescent word learning from aptitude, time spent reading, and text type. Reading Psychology. ISSN 0270-2711. 30(5), p. 445–465. doi: 10.1080/02702710802412008.
  • Fahey, Kevin; Lawrence, Joshua Fahey & Paratore, Jeanne (2007). Using electronic portfolios to make learning public. Journal of Adolescent & Adult Literacy. ISSN 1081-3004. 50(6), p. 460–471. doi: 10.1598/jaal.50.6.4.

View all works in Cristin

  • Grøver, Vibeke & Lawrence, Joshua (2024). Exploring Idioms in Shared Book Reading: Impact on Chinese-Norwegian Bilingual Children's Vocabulary Growth. .
  • Lawrence, Joshua & Grøver, Vibeke (2024). Ask more, know more: Children’s Wh-questions Predict Language Development. .
  • Yang, Junyi; Grøver, Vibeke & Lawrence, Joshua (2023). Idioms exposure in shared book reading and child vocabulary growth: An exploratory study.
  • Lawrence, Joshua; Knoph, Rebecca; Hwang, Jin Kyoung & Hagen, Åste Marie Mjelve (2022). Measures of lexical ambiguity for 62,954 words.
  • Knoph, Rebecca & Lawrence, Joshua (2022). Vocabulary tasks and target words are not equal: How language learners answer differently.
  • Yang, Junyi; Grøver, Vibeke & Lawrence, Joshua (2022). Analyzing Mothers' Use of Chinese Idioms (Chengyu) in Natural Home Settings.
  • Yang, Junyi; Lawrence, Joshua & Grøver, Vibeke (2022). Mothers' Linguistic Input During Shared Book Reading and Dual Language Learners' Home Language Skills.
  • Knoph, Rebecca; Hagen, Åste Mjelve; Zhang, Wenjie & Lawrence, Joshua (2021). A LURI Comparison: Listening comprehension for Norwegian and Chinese children.
  • Knoph, Rebecca & Lawrence, Joshua Fahey (2020). The Impact of word features on lexical decision tasks.
  • Knoph, Rebecca & Lawrence, Joshua Fahey (2019). A Factor Analysis of Word Features: Are Academic Words Different?
  • Knoph, Rebecca & Lawrence, Joshua Fahey (2019). What’s in a Word? The Impact of Word Features on Item Difficulty.
  • Lawrence, Joshua Fahey; Hwang, Jin Kyoung; Lin, Grace; Hagen, Åste Mjelve & Jaeggi, Susanne (2016). Polysemy and Semantic Precision: Semantic Measures Extracted from WordNet.
  • Lawrence, Joshua Fahey; Hwang, Jin Kyoung; Lin, Grace & Hagen, Åste Mjelve (2016). What Are Important Academic Words For Reading?

View all works in Cristin

Published Jan. 25, 2017 2:20 PM - Last modified Feb. 7, 2023 3:01 PM