Joshua Fahey Lawrence
Assistant Professor of Language, Literacy, and Technology
|Adolescent Reading, Vocabulary Development, Longitudinal Analysis, Second Language Acquisition|
Rydland, V., Grover, V., & Lawrence, J. F. (2014). The potentials and challenges of learning words from peers in preschool: A longitudinal study of second language learners in Norway. (Book Link) In A. Cekaite, S. Blum-Kulka, V. Grover, & E. Teubal (Eds.), Children’s Peer Talk Learning from Each Other (pp. 214–35). New York: Cambridge University Press.
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. (PDF). International Journal of Bilingualism.
Ippolito, J., Lawrence, J.F. & Zaller, C. (Eds.). (2013). Adolescent literacy in the era of the Common Core: From research into practice. (Order here). Cambridge, MA: Harvard Education Press. (Book support site).
Lawrence, J.F., Galloway, E. P., Yim, S. B., & Lin, A. (2013). Learning to write in middle school? Insights into adolescent writers' instructional experiences across content areas (PDF). Journal of Adolescent and Adult Literacy, 57 (2), 151–161.
Rydland, V., Aukrust, V., & Lawrence, J.F. (2013). 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 (PDF). Journal of Child Language, 1-30.
Lawrence, J.F. (2012). English vocabulary trajectories of students whose parents speak a language other than English: steep trajectories and sharp summer setback (PDF). Reading & Writing: An Interdisciplinary Journal 25(5), 1113-1141.
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. (PDF). Bilingualism: Language and Cognition, 15(3), 437-451.
Lawrence, J.F., White, C., & Snow, C. (2010). The words students need. Educational Leadership (PDF), 68(2), 22-26.
Lawrence, J.F. & Snow, C. (2010). Oral discourse and reading. (Link). In M. Kamil, P. D. Pearson, E.B. Moje, & P. Afflerbach (Eds.), Handbook of reading research (Vol. 4). Mahwah, NJ: Erlbaum Associates.
Snow, C., Lawrence, J.F., & White, C. (2009). Generating knowledge of academic language among urban middle school students (PDF). 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 (PDF). Reading Psychology, 30(5), 445-465.
Fahey, K., Lawrence, J.F., & Paratore, J. R. (2007). Using electronic portfolios to make learning public (PDF). Journal of Adolescent & Adult Literacy, 50(6), 460-471. Reprinted in Afflerbach, P. (Ed.). (2010). Essential Readings on Assessment. Newark, DE International Reading Association. (Link).
|Grants||The Research of Xinjiang Uyghur Young Children's Chinese emergent literacy development (The Ministry of Education of the People's Republic of China, 2011-2013)|
|Discussion of Socioscientific Issues in Classrooms to Develop Youth's Scientific Literacy About Climate Change (UCI Environmental Institute, 2012)|
|Teaching for text comprehension: Supporting young second-language learners’ text comprehension in urban multiethnic preschools in Norway (Norwegian Research Council 2013-2016)|
Harvard University 2008—2011
|Link to this profile||http://www.faculty.uci.edu/profile.cfm?faculty_id=5834|