Joshua Fahey Lawrence

Bio: Joshua Fahey Lawrence is an academic researcher from University of California, Irvine. The author has contributed to research in topics: Vocabulary & Vocabulary development. The author has an hindex of 15, co-authored 40 publications receiving 932 citations. Previous affiliations of Joshua Fahey Lawrence include Michigan State University & Boston University.

Generating knowledge of academic language among urban middle school students

Abstract: A quasi-experimental study of a novel, cross-content area vocabulary intervention program called Word Generation showed significantly greater growth among 6th- to 8th-grade students in schools implementing the program than in comparison schools, on a curriculum-specific test. Furthermore, the language-minority students in the treatment, but not the comparison, schools showed greater growth than the English-only students. Improvement on the curriculum-specific test predicted performance on the Massachusetts Comprehensive Assessment System (MCAS) English language arts assessment, again only for students in the treatment schools. Recognizing the need to implement a more rigorous experimental study of this program, nonetheless we conclude that participation in the intervention, with its focus on deep reading, comprehension of current-events topics, productive classroom discussion, developing arguments, and producing persuasive essays, was a plausible contributor to student performance on the MCAS.

Word Generation Randomized Trial Discussion Mediates the Impact of Program Treatment on Academic Word Learning

Abstract: Classroom discussion, despite its association with good academic outcomes, is exceedingly rare in U.S. schools. The Word Generation intervention involves the provision of texts and activities to be implemented across content area class, organized around engaging and discussable dilemmas. The program was evaluated with 1,554 middle grade students in 28 schools randomly assigned to treatment or control conditions. There were large effects on classroom discussion quality across all content areas, especially in math and science (Cohen’s d = 0.38-1.13). The program also produced significant, though small, effects on taught vocabulary (effect size = .25, p < .01) but no effects on a standardized assessment of general vocabulary. Quality of classroom discussion mediated 14% of the treatment effect on vocabulary outcomes.

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.

Abstract: Little research has explored how preschools can support children's second-language (L2) vocabulary development. This study keenly followed the progress of twemty-six Turkish immigrant children growing up in Norway from preschool (age five) to fifth grade (age ten). Four different measures of preschool talk exposure (amount and diversity of teacher-led group talk and amount and diversity of peer talk), as well as the demographic variables of maternal education and co-ethnic concentration in the neighborhood, were employed to predict the children's L2 vocabulary trajectories. The results of growth analyses revealed that maternal education was the only variable predicting children's vocabulary growth during the elementary years. However, teacher-led talk, peer talk, and neighborhood predicted children's L2 vocabulary skills at age five, and these differences were maintained up to age ten. This study underscores the importance of both preschool talk exposure (teacher-led talk and peer talk) and demographic factors on L2 learners' vocabulary development.

Language Proficiency, Home-Language Status, and English Vocabulary Development: A Longitudinal Follow-Up of the Word Generation Program.

Abstract: This longitudinal quasi-experimental study examines the effects of Word Generation, a middle-school vocabulary intervention, on the learning, maintenance, and consolidation of academic vocabulary for students from English-speaking homes, proficient English speakers from language-minority homes, and limited English-proficiency students. Using individual growth modeling, we found that students receiving Word Generation improved more on target word knowledge during the instructional period than students in comparison schools did, on average. We found an interaction between instruction and home-language status such that English-proficient students from language-minority homes improved more than English-proficient students from English-speaking homes. Limited English-proficiency students, however, did not realize gains equivalent to those of more proficient students from language-minority homes during the instructional period. We administered follow-up assessments in the fall after the instructional period ended and in the spring of the following year to determine how well students maintained and consolidated target academic words. Students in the intervention group maintained their relative improvements at both follow-up assessments.

Middle School Students' Writing and Feedback in a Cloud-Based Classroom Environment.

Abstract: Individual writing and collaborative writing skills are important for academic success, yet are poorly taught in K-12 classrooms. This study examines how sixth-grade students (n = 257) taught by two teachers used Google Docs to write and exchange feedback. We used longitudinal growth models to analyze a large number of student writing samples (n = 3,537) as they changed across individual writing sessions (n = 18,146), and multiple regression analyses to relate writing quantity and types of feedback to changes in students’ standardized test scores. Additionally, student survey data and content analysis of students’ writing samples were used to contextualize and interpret students’ writing patterns. Overall, students had a positive attitude towards using Google Docs for editing and for the provision and receipt of feedback. They received various types of feedback from both their teachers and peers, but most were direct in character and in the areas of mechanics and grammar errors. However, neither students’ writing quantity nor their types of feedback on Google Docs was associated with their writing achievement. Our findings suggest that cloud-based technology could be integrated into K-12 classrooms to support students’ writing and editing, and to engage students in collaborative writing and improve interactions between writers and readers.

Speech Genres and Other Late Essays

Abstract: Note on Translation Introduction by Michael Holquist Response to a Question from the Novy Mir Editorial Staff The Bildungsroman and Its Significance in the History of Realism (Toward a Historical Typology of the Novel) The Problem of Speech Genres The Problem of the Text in Linguistics, Philology, and the Human Sciences: An Experiment in Philosophical Analysis From Notes Made in 1970-71 Toward a Methodology for the Human Sciences Index

Applied Longitudinal Data Analysis Modeling Change And Event Occurrence

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The Cambridge Handbook Of The Learning Sciences

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Applied Longitudinal Data Analysis Modeling Change And Event Occurrence

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