Joshua Lawrence

• 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), s 206- 219 . doi: 10.1016/j.ecresq.2017.12.008 Fulltekst i vitenarkiv.
• 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.  s 1- 22 . doi: 10.1007/s11145-018-9865-2 Fulltekst i vitenarkiv.
• 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.  s 1- 25 . doi: 10.1007/s11145-018-9898-6 Fulltekst i vitenarkiv.
• 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), s 757- 786 . doi: 10.1002/tesq.346
• 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), s 767- 793 . doi: 10.1080/19345747.2016.1237596 Fulltekst i vitenarkiv.
• 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.  s 1- 28 . doi: 10.1007/s11145-016-9703-3
• 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), s 201- 221 . doi: http://dx.doi.org/10.1515/plc-2015-0012
• 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), s 316- 343 . doi: http://dx.doi.org/10.1080/00933104.2016.1203852
• 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.  ISSN 0002-8312.  52(4), s 750- 786 . doi: http://doi.org/10.3102/0002831215579485
• 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), s 71- 93 . doi: http://dx.doi.org/10.3224/ijree.v3i1.19582
• 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), s 103- 119 . doi: https://doi.org/10.1177/2047173415600606
• 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), s 201- 229 . doi: http://doi.org/10.1007/s10758-014-9239-z
• 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), s 314- 332 . doi: http://doi.org/10.1177/1367006914521698
• 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), s 76- 97 . doi: http://doi.org/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), s 243- 254 . doi: http://dx.doi.org/10.1002/jaal.345
• 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), s 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), s 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), s 437- 451 . doi: 10.1017/S1366728911000393
• 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), s 445- 465 . doi: 10.1080/02702710802412008
• 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), s 325- 344 . doi: 10.1080/19345740903167042
• 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), s 460- 471 . doi: 10.1598/jaal.50.6.4 Vis sammendrag

  Electronic portfolio technology can be used in different contexts to create classroom communities in which everyone, not just the teacher, cares about each student's learning. The authors describe how students in an urban middle school, undergraduate teacher preparation program, and graduate leadership program used an electronic bulletin board and portfolio process to make all of their work public. In these classrooms, student work was not simply handed in to the teacher, graded, and quickly forgotten. The article also reports three preliminary findings: •First, students at every level were able to share their work. •Second, students who had little experience in giving one another feedback learned to reflect on one another's work, share ideas, build on those ideas, and use the feedback to leverage further learning. •Third, the electronic portfolio process encouraged students to generate and focus on ideas that were personally compelling. The middle school students became deeply interested in exploring and reading and writing about community issues, and both the undergraduate and graduate students used the feedback to learn about and change important aspects of their own practice.

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• Knoph, Rebecca & Lawrence, Joshua Fahey (2020). The Impact of word features on lexical decision tasks. Vis sammendrag

  This study used multiple linear regression to determine if special features of academic words (from the Academic Word List) could predict reaction times and accuracy on lexical decision tasks. Specifically, we examined five word feature factors: word frequency from different corpora, word completxity (the number of letters, phonemes, morphemes, syllables, etc.), proximity to other words (the number of phonographic, phonologic, and orthographic neighbors), polysemy (the number of senses and meanings for that word), and diversity (the number of contexts in which the word can be found). We not only discovered a trend in which word features predicted longer lexical decision reaction times, but also found that this trend was different for accuracy. That is, features that predicted shorter mean reaction times did not always predict more participants would accurately identify the word as a word. The different regression weights indicate that how we identify and process words might not only be explained by the length or frequency of a word, but that it also depends on the context in which we can find the word and how many different ways we can use the word.

• Knoph, Rebecca & Lawrence, Joshua Fahey (2019). A Factor Analysis of Word Features: Are Academic Words Different?. Vis sammendrag

  The current study replicates two previous factor structures for word features (e.g. word frequency and length), but focuses specifically on the structure for academic vocabulary. These words followed a similar but not identical factor structure to words in general. Use of the factor structure can reduce suppression between multicollinear variables.

• Knoph, Rebecca & Lawrence, Joshua Fahey (2019). What’s in a Word? The Impact of Word Features on Item Difficulty. Vis sammendrag

  This study used multiple linear regression to determine the predictability of item difficulty on three types of items (hypernyms, topical associates, and definitions) given specific features of the target words (complexity, diversity, proximity, frequency, and polysemy). We found a trend in which features tend to be related to item difficulty.

• Lawrence, Joshua Fahey; Hwang, Jin Kyoung; Lin, Grace & Hagen, Åste Mjelve (2016). What Are Important Academic Words For Reading?.
• Lawrence, Joshua Fahey; Hwang, Jin Kyoung; Lin, Grace; Hagen, Åste Mjelve & Jaeggi, Susanne (2016). Polysemy and Semantic Precision: Semantic Measures Extracted from WordNet.

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