Search Results - "Crosson, Amy C."

Revisiting assumptions about the relationship of fluent reading to comprehension: Spanish-speakers’ text-reading fluency in English by Crosson, Amy C., Lesaux, Nonie K.

“…Despite the growing body of research investigating the nature of text-reading fluency and its relationship to comprehension among monolingual children, very…”
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Chinese adolescents learning to read in English: How do different types of morphological awareness contribute to vocabulary knowledge and comprehension? by Shen, Yaqi, Crosson, Amy C.

“…Convergent evidence suggests that, for bilingual learners, well-developed morphological awareness in the first or second language may facilitate second…”
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Impact of COVID‐19 on Early Literacy Instruction for Emergent Bilinguals by Crosson, Amy C., Silverman, Rebecca D.

“…We investigated teachers’ perspectives on how literacy instruction for bilingual children changed due to the shift to remote instruction during COVID‐19. Fifty…”
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Word Knowledge and Comprehension Effects of an Academic Vocabulary Intervention for Middle School Students by McKeown, Margaret G., Crosson, Amy C., Moore, Debra W., Beck, Isabel L.

“…This article presents findings from an intervention across sixth and seventh grades to teach academic words to middle school students. The goals included…”
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Extending the bounds of morphology instruction: teaching Latin roots facilitates academic word learning for English Learner adolescents by Crosson, Amy C., McKeown, Margaret G., Moore, Debra W., Ye, Feifei

“…This study investigated the hypothesis that academic vocabulary instruction infused with morphological analysis of bound Latin roots-such as analysis of the…”
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Unpacking Contributions of Morphosyntactic Awareness and Vocabulary to Science Reading Comprehension among Linguistically Diverse Students by Ardasheva, Yuliya, Crosson, Amy C., Carbonneau, Kira J., French, Brian F.

“…A lack of familiarity with the lexical, grammatical, and discursive features associated with academic language presents comprehension challenges for many…”
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Middle School Learners' Use of Latin Roots to Infer the Meaning of Unfamiliar Words by Crosson, Amy C., McKeown, Margaret G.

“…This study investigated how middle school students leverage information about bound Latin roots (e.g., voc in advocate and vociferous) to infer meanings of…”
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Think Like a Linguist: Leveraging Multilingual Students’ Expertise about Language by Crosson, Amy C., Tapu, Christine, McKeown, Margaret G.

“…In this article, we focus on a series of lessons, called Think Like a Linguist, that we designed and implemented with multilingual adolescents. These lessons…”
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Morphological analysis skill and academic vocabulary knowledge are malleable through intervention and may contribute to reading comprehension for multilingual adolescents by Crosson, Amy C., McKeown, Margaret G., Lei, Puiwa, Zhao, Hui, Li, Xinyue, Patrick, Kelly, Brown, Kathleen, Shen, Yaqi

“…Background Morphological analysis skill is the ability to problem‐solve meanings of unfamiliar words by applying knowledge of morphological constituents. For…”
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Effects of the Triple Q Intervention on Argument Writing: Findings from a Small-Scale Cluster-Randomized Controlled Trial by Crosson, Amy C., Correnti, Richard, Matsumura, Lindsay Clare, McKeown, Margaret G.

“…We examined the effects of a text-based argument writing intervention, Triple Q, on argument writing skills in a cluster-randomized trial where groups of…”
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Word Generation Randomized Trial: Discussion Mediates the Impact of Program Treatment on Academic Word Learning by Lawrence, Joshua F., Crosson, Amy C., Paré-Blagoev, E. Juliana, Snow, Catherine E.

“…Classroom discussion, despite its association with good academic outcomes, is exceedingly rare in U.S. schools. The Word Generation intervention involves the…”
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Key Elements of Robust Vocabulary Instruction for Emergent Bilingual Adolescents by Crosson, Amy C, McKeown, Margaret G, Robbins, Kelly P, Brown, Kathleen J

“…Purpose: In this clinical focus article, the authors argue for robust vocabulary instruction with emergent bilingual learners both in inclusive classroom…”
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Does knowledge of connectives play a unique role in the reading comprehension of English learners and English-only students? by Crosson, Amy C., Lesaux, Nonie K.

“…Connectives (e.g., although, meanwhile) carry meanings and often signal key relationships between text ideas. This study explored whether understanding of…”
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What's the Point? Emergent Bilinguals' Understanding of Multiple-Meaning Words that Carry Everyday and Discipline-Specific Mathematical Meanings by Crosson, Amy C., Hughes, Elizabeth M., Blanchette, Frances, Thomas, Carolyn

“…Multiple-meaning words may pose acute challenges to young learners, especially those who speak a home language other than English. The goal of this study was…”
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When to Take Up Roots: The Effects of Morphology Instruction for Middle School and High School English Learners by Crosson, Amy C., Moore, Debra

“…A majority of the challenging words that adolescent readers encounter in school texts are morphologically complex and from the Latinate layer of English. For…”
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The Curious Role of Morphological Family Size in Language Minority Learners' Problem Solving of Unfamiliar Words by Crosson, Amy C., Lei, Pui-Wa, Cheng, Weiyi, McKeown, Margaret G.

“…Given that words from the academic layer of English typically carry bound roots (min in diminish) rather than free-standing base words (small in smaller),…”
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An Innovative Approach to Assessing Depth of Knowledge of Academic Words by Crosson, Amy C., McKeown, Margaret G., Ward, Arthur K

“…The purpose of this research is to develop a vocabulary assessment, Evaluation of Academic Vocabulary or "EAV," that gauges students' depth of knowledge of…”
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The Quality of Writing Tasks and Students’ Use of Academic Language in Spanish by Crosson, Amy C., Matsumura, Lindsay Clare, Correnti, Richard, Arlotta-Guerrero, Anna

“…This study investigates the quality of the writing tasks assigned to native Spanish speakers in bilingual (Spanish-English) contexts, and the relationship…”
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CONNECTIVES: Fitting Another Piece of the Vocabulary Instruction Puzzle by Crosson, Amy C., Lesaux, Nonie K.

“…Connectives (e.g., although, consequently, in contrast) are often considered the "signposts" of texts. In this article we argue that connectives represent a…”
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Uneven profiles: Language minority learners' word reading, vocabulary, and reading comprehension skills by Lesaux, Nonie K., Crosson, Amy C., Kieffer, Michael J., Pierce, Margaret

“…English reading comprehension skill development was examined in a group of 87 native Spanish-speakers developing English literacy skills, followed from fourth…”
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