Joshua Fahey Lawrence
Assistant Professor of Language, Literacy, and Technology
|Adolescent Reading, Vocabulary Development, Longitudinal Analysis, Second Language Acquisition|
|Appointments||Harvard University 2008—2011|
‡ Student Co-Author † Student Whom I Advise
J19. Grøver, V., Lawrence, J. F., & Rydland, V., (in press). Bilingual Preschool Children’s Second-Language Vocabulary Development: The Role of First-language Vocabulary Skills and Second-language Talk Input. International Journal of Bilingualism
J18. Lawrence, J. F., Francis, D., & Snow, C. E. (in press). The poor get richer: Heterogeneity in the efficacy of a school-level intervention for academic language. Journal of Research on Educational Effectiveness
J17. † Hwang, J. K., Lawrence, J. F., & Snow, C. E., & Collins, P. (in press). Vocabulary and reading performances of reclassified fluent English proficient students. TESOL Quarterly
J16. † Lin, A.R., Lawrence, J.F., Snow, C.E., & † Taylor, K. (in press). Assessing adolescents’ communicative self-efficacy to discuss controversial issues: Findings from a randomized study of the Word Generation program. Theory and Research in Social Education
J15. Lawrence, J. F., ‡ Niiya, M., & Warschauer, M. (2016). Narrative writing in digital formats: Interpreting the impact of audience. Psychology of Language and Communication, 20(1). http://dx.doi.org/10.1515/plc-2015-0012
J14. † Lin, A. R., Lawrence, J. F., & Snow, C. E. (2015). Teaching urban youth about controversial issues: Pathways to becoming active and informed citizens, 14(2), 103–119. Citizenship, Social and Economics Education. http://dx.doi.org/10.1177/2047173415600606
J13. 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
J12. Lawrence, J. F., Crosson, A. C., Paré-Blagoev, E. J., & Snow, C. E. (2015). Word Generation randomized trial: Discussion mediates the impact of program treatment on academic word learning. American Educational Research Journal, 52(4), 750-786. http://doi.org/10.3102/0002831215579485
J11. ‡ Zheng, B., Lawrence, J. F., Warschauer, M., & Lin, C.-H. (2015). Middle school students’ writing and feedback in a cloud-based classroom environment. Technology, Knowledge and Learning, 20(2), 201–229. http://doi.org/10.1007/s10758-014-9239-z
J10. Lawrence, J. F., Rolland, R. G., Branum-Martin, L., & Snow, C. 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, 19(2), 76–97. http://doi.org/10.1080/10824669.2014.958836
J9. ‡ Yim, S., Warschauer, M., Zheng, B., & Lawrence, J. F. (2014). Cloud-based collaborative writing and the Common Core Standards. Journal of Adolescent & Adult Literacy, 58(3), 243–254. http://dx.doi.org/10.1002/jaal.345
J8. † 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. International Journal of Bilingualism, 19(3), 314–332. http://doi.org/10.1177/1367006914521698
J7. Rydland, V., Grøver, V., & Lawrence, J. F. (2014). 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. Journal of Child Language, 41(2), 352–381. http://doi.org/10.1017/S0305000912000712
J6. Lawrence, J. F., Galloway, E. P., Yim, S., & † Lin, A. (2013). Learning to write in middle school? Insights into adolescent writers’ instructional experiences across content areas. Journal of Adolescent & Adult Literacy, 57(2), 151–161. http://doi.org/10.1002/jaal.219
J5. Lawrence, J. F. (2012). English vocabulary trajectories of students whose parents speak a language other than English: Steep trajectories and sharp summer setback. Reading and Writing, 25(5), 1113–1141. http://doi.org/10.1007/s11145-011-9305-z
J4. 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. Bilingualism: Language and Cognition, 15(3), 437–451. http://doi.org/10.1017/S1366728911000393
J3. Snow, C. E., Lawrence, J. F., & White, C. (2009). Generating knowledge of academic language among urban middle school students. Journal of Research on Educational Effectiveness, 2(4), 325–344. http://doi.org/10.1080/19345740903167042
J2. 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
J1. Fahey, K., Lawrence, J. F., & Paratore, J. R. (2007). Using electronic portfolios to make learning public. Journal of Adolescent & Adult Literacy, 50(6), 460 - 471. http://dx.doi.org/10.1598/jaal.50.6.4
B8. Rydland, V., Grøver, V., & Lawrence, J. F. (2014). The potential and challenges of learning words from peers in preschool. A longitudinal study of second language learners in Norway. In A. Cekaite, S. Blum-Kulka, V. G. Aukrust, & E. Teubal (Eds.), Children’s Peer Talk: Learning from Each Other (pp. 214–234). Cambridge: Cambridge University Press
B7. Duncan, G. J., Dowsett, C., & Lawrence, J. F. (2014). Early math and literacy skills: Key predictors of later school success. In S. Landry & C. L. Cooper (Eds.), Wellbeing in Children and Families (pp. 55–73). Chichester, UK: John Wiley & Sons, Ltd. http://doi.org/10.1002/9781118539415.wbwell003
B6. Ippolito, J., & Lawrence, J. F. (2013). Bridging content and literacy knowledge and instruction: A framework for supporting secondary teachers and students. In J. Ippolito, J. F. Lawrence, & C. Zaller (Eds.), Adolescent Literacy in the Era of the Common Core: From Research into Practice (pp. 1–12). Cambridge, MA: Harvard Education Press.
B5. Galloway, E. P., Lawrence, J. F., & Moje, E. B. (2013). Research in disciplinary literacy: Challenges and instructional opportunities in teaching disciplinary texts. In J. Ippolito, J. F. Lawrence, & C. Zaller (Eds.), Adolescent Literacy in the Era of the Common Core: From Research into Practice (pp. 13–36). Cambridge, MA: Harvard Education Press.
B4. Lawrence, J. F., Maher, B., & Snow, C. E. (2013). Research in vocabulary: Word power for content-area learning. In J. Ippolito, J. F. Lawrence, & C. Zaller (Eds.), Adolescent Literacy in the Era of the Common Core: From Research into Practice. Cambridge, MA: Harvard Education Press.
B3. Lawrence, J. F., Warschauer, M., Zheng, B., & Mullins, D. (2013). Research in digital literacy: Tools to support learning across the disciplines. In J. Ippolito, J. F. Lawrence, & C. Zaller (Eds.), Adolescent Literacy in the Era of the Common Core: From Research into Practice. Cambridge, MA: Harvard Education Press.
B2. Park, Y., Zheng, B., Lawrence, J. F., & Warschauer, M. (2012). Technology-enhanced reading environments. In M. Thomas, H. Reinders, & M. Warschauer (Eds.), Contemporary Computer-Assisted Language Learning. New York: Bloomsury Academic.
B1. Lawrence, J. F., & Snow, C. E. (2010). Oral discourse and reading. In M. L. Kamil, P. D. Pearson, E. B. Moje, & P. Afflerbach (Eds.), Handbook of Reading Research (Vol. IV). New York: Routledge.
Ippolito, J., Dobbs, C., Charner-Laird, M., & Lawrence, J. F. (in press). Adolescent disciplinary literacy professional development: We used to think, and now we think. 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.
|Grants||Improving the Accuracy of Academic Vocabulary Assessment for English Language Learners, $1,600,000. Role: PI. US Department of Education, IES Goal 3, #R305A120045. Under review.|
|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, $2,000,000. Role: Methodological Consultant. Norwegian Research Council. 2013-2016.|
|Efficacy Study of a Pre-Algebra Supplemental Program in Rural Mississippi Schools, $1,878,435 (Tedra Clark, PI). Role: Methodological Consultant. US Department of Education, IES Goal 3, #R305A120045. 2012 - 2016.|
|Randomized Trial of the Word Generation Program, $2,853,517. (Catherine Snow, PI). Role: Coordinator.US Department of Education, IES Goal 3, # R305A090555. 2009 - 2013.|
|Pathways Project: A Cognitive Strategies Approach to Reading and Writing Instruction for Teachers of Secondary English Language Learners, $2,000,000. Role: Co-PI. U.S. Department of Education, Office of English Language Acquisition. 2012 – 2017.|
|Literacy in the Content Areas: A survey of Teachers and Students to Strategic Educational Research Partnership, $450,000. Role: Co-PI and Boston research coordinator. Carnegie Corporation, Grant B, #7889. 2005 – 2010.|
|Link to this profile||http://www.faculty.uci.edu/profile.cfm?faculty_id=5834|