http://orcid.org/0000-0003-0019-4629
Citations (18)
Keep up to date with the latest research on this topic with citation updates for this article.
Read on this site (7)
Kyle Cox, Ben Kelcey & Hannah Luce. (2024) Power to Detect Moderated Effects in Studies with Three-Level Partially Nested Data. The Journal of Experimental Education 92:1, pages 130-153.
Read now
Read now
Rebecca E. Knoph, Joshua F. Lawrence & David J. Francis. (2023) The Dimensionality of Lexical Features in General, Academic, and Disciplinary Vocabulary. Scientific Studies of Reading 0:0, pages 1-25.
Read now
Read now
Susanne Prediger & Philipp Neugebauer. (2023) Can students with different language backgrounds profit equally from a language-responsive instructional approach for percentages? Differential effectiveness in a field trial. Mathematical Thinking and Learning 25:1, pages 2-22.
Read now
Read now
Melinda de Haan. (2021) Supporting struggling adolescent readers through the Response to Intervention (RTI) framework. Australian Journal of Learning Difficulties 26:1, pages 47-66.
Read now
Read now
Samantha G. Daley, Yang Xu, C. Patrick Proctor, Gabrielle Rappolt-Schlichtmann & Boris Goldowsky. (2020) Behavioral Engagement among Adolescents with Reading Difficulties: The Role of Active Involvement in a Universally Designed Digital Literacy Platform. Reading & Writing Quarterly 36:3, pages 278-295.
Read now
Read now
Stephanie M. Jones, Maria LaRusso, James Kim, Ha Yeon Kim, Robert Selman, Paola Uccelli, Sophie P. Barnes, Suzanne Donovan & Catherine Snow. (2019) Experimental Effects of Word Generation on Vocabulary, Academic Language, Perspective Taking, and Reading Comprehension in High-Poverty Schools. Journal of Research on Educational Effectiveness 12:3, pages 448-483.
Read now
Read now
Sean F. Reardon & Elizabeth A. Stuart. (2017) Editors’ Introduction: Theme Issue on Variation in Treatment Effects. Journal of Research on Educational Effectiveness 10:4, pages 671-674.
Read now
Read now
Articles from other publishers (11)
Sun-Joo Cho, Kristopher J. Preacher, Haley E. Yaremych, Matthew Naveiras, Douglas Fuchs & Lynn S. Fuchs. (2023) Modeling variability in treatment effects for cluster randomized controlled trials using by-variable smooth functions in a generalized additive mixed model. Behavior Research Methods.
Crossref
Crossref
Susanne Prediger, Kirstin Erath, Henrike Weinert & Kim Quabeck. (2022) Only for Multilingual Students at Risk? Cluster-Randomized Trial on Language-Responsive Mathematics Instruction. Journal for Research in Mathematics Education 53:4, pages 255-276.
Crossref
Crossref
Joshua F. Lawrence, Rebecca Knoph, Autumn McIlraith, Paulina A. Kulesz & David J. Francis. (2021) Reading Comprehension and Academic Vocabulary: Exploring Relations of Item Features and Reading Proficiency. Reading Research Quarterly 57:2, pages 669-690.
Crossref
Crossref
Shira Cohen, Bonnie Levin-Asher, Mor Levi, Anat Hamburger & Liat Kishon-Rabin. 2022. Developing Language and Literacy. Developing Language and Literacy
535
553
.
Sigríður Ólafsdóttir, Barbara Laster & Kristján K. Stefánsson. (2020) Adolescent Learning of Academic Vocabulary in Iceland. Journal of Adolescent & Adult Literacy 64:1, pages 79-87.
Crossref
Crossref
Kristin Rogde, Åste M. Hagen, Monica Melby‐Lervåg & Arne Lervåg. (2019) The effect of linguistic comprehension instruction on generalized language and reading comprehension skills: A systematic review. Campbell Systematic Reviews 15:4.
Crossref
Crossref
Amy M. Elleman, Eric L. Oslund, Natalie M. Griffin & Katie E. Myers. (2019) A Review of Middle School Vocabulary Interventions: Five Research-Based Recommendations for Practice. Language, Speech, and Hearing Services in Schools 50:4, pages 477-492.
Crossref
Crossref
Karen S. Taylor, Joshua F. Lawrence, Carol M. Connor & Catherine E. Snow. (2018) Cognitive and linguistic features of adolescent argumentative writing: Do connectives signal more complex reasoning?. Reading and Writing 32:4, pages 983-1007.
Crossref
Crossref
Ariane Baye, Amanda Inns, Cynthia Lake & Robert E. Slavin. (2018) A Synthesis of Quantitative Research on Reading Programs for Secondary Students. Reading Research Quarterly 54:2, pages 133-166.
Crossref
Crossref
Joshua Fahey Lawrence, Aste Mjelve Hagen, Jin Kyoung Hwang, Grace Lin & Arne Lervåg. (2018) Academic vocabulary and reading comprehension: exploring the relationships across measures of vocabulary knowledge. Reading and Writing 32:2, pages 285-306.
Crossref
Crossref
Pedro R. Portes, Manuel González Canché, Diego Boada & Melissa E. Whatley. (2017) Early Evaluation Findings From the Instructional Conversation Study: Culturally Responsive Teaching Outcomes for Diverse Learners in Elementary School. American Educational Research Journal 55:3, pages 488-531.
Crossref
Crossref