Yuliya Ardasheva
Ardasheva, Y., & Tretter, T. R. (2015). Developing science-specific, technical vocabulary of high-school newcomer English learners. International Journal of Bilingual Education and Bilingualism.
Lauren Artzi
August, D., Artzi, L., & Barr, C. (2015). Helping ELLs Meet Standards in English Language Arts and Science: An Intervention Focused on Academic Vocabulary. Reading & Writing Quarterly, 1-24.
Kelly Cartwright
Cartwright, K. B. (2015). Executive skills and reading comprehension: A guide for educators. New York, NY: Guilford Press. [vocabulary]
Cartwright, K. B. & Guajardo, N. R. (2015). The role of hot and cool executive functions in pre-reader comprehension. In A. DeBruin-Parecki, A. van Kleeck, & S. Gear (Eds.), Developing early comprehension: Laying the foundation for reading success. Baltimore, MD: Brookes Publishing.
Molly Collins
Hoffman, J., Collins, M.F., & Schickedanz, J.A. (2015). Instructional challenge in developing young children’s science concepts using informational text read-louds. The Reading Teacher, 68 (5), 363-372.
David K. Dickinson
Weisberg, D.K., Ilgaz, H., Hirsh-Pasek, K., Golinkoff, R., Nicolopoulou, A., & Dickinson, D.K. (2015). Shovels and swords: How realistic and fantastical themes affect children’s’ word learning. Cognitive Development, 35, 1-14.
Dickinson, D. K., Hofer, K. G., Barnes, E. M., & Grifenhagen, J. B. (2014). Examining teachers' language in head start classrooms from a systemic linguistics approach. Early Childhood Research Quarterly, 29, 231 - 244.
Kathy Ganske
Ganske, K. (2014). Word journeys: Assessment-guided phonics, spelling, and vocabulary instruction (2nd edition). New York: The Guilford Press.
Michael Graves
Graves, M. F. (2015). Building a vocabulary program that really could make a significant contribution to students becoming college and career ready. In P. D. Pearson & E. H. Hebert (Eds.), Grounding Common Core teaching in proven practices (pp. 133-142). New York: Teachers College Press.
Graves, M. F. (2015). How can grades 6-12 language arts teachers support literacy development in history/social studies, science, and technical subjects for English language learners/emergent bilinguals? In G. Valdéz, K. Menken, & M. Castro (Eds.), Common core bilingual and English language learners: A resource for educators (pp. 171-173). Philadelphia: Caslon Publishing.
Graves, M. F. (2014). A comprehensive framework for teaching 50,000 words. In K. Ganske. Word Journeys (2nd ed., pp. 16-18). New York: Guilford Press.
GRANT: Michael Graves has partnered with Steve Schneider and a team of researchers at WestEd to secure an IES Efficacy and Replication grant to evaluate the Word Learning Strategies program that Graves and Greg Sales originally developed with an IES SBIR grant. The WLS program is designed to teach EO and ELL upper elementary students to use context, word parts, and dictionaries. ELLs also receive instruction in dealing with cognates and idioms. The $3.5 million four-year grant will enable WestEd to test the program in approximately 50 schools with diverse populations.
Jennifer Green
Green, J. D. (2015). Language detectives: Teaching and learning about suffixes. The Reading Teacher 68(7), 539-547.
Carol Scheffner Hammer
Cycyk, L., Hammer, C.S., & Bitetti, D. (2015). Maternal depressive symptomatology, social support, and language development of low-income bilingual children. American Journal of Speech-Language Pathology, 24, (3).
Hammer, C.S., Hoff, E., Uchikoshi, Y., Gillanders, C. & Sandilos, L. (2014). The Language and Literacy Development of Young Dual Language Learners: A Critical Review. Early Childhood Research Quarterly, 29, 715-733.
Buysse, V., Peisner-Feinberg, E., Páez, M, Hammer, C.S., & Knowles, M (2014) Effects of Early Education Programs and Practices on the Development and Learning of Dual Language Learners: A Review of the Literature. Early Childhood Research Quarterly, 29, 765-785.
Michael J. Kieffer
Kieffer, M. J. & Stahl, K. D. (2015). Complexities of individual differences in vocabulary knowledge: Implications for research, assessment, and instruction. In P. Afflerbach (Ed.), Handbook of Individual Differences in Reading: Reader, Text, and Context. New York, NY: Routledge.
Neugebauer, S. R., Kieffer, M. J., & Howard, E. R. (2015). Exploring multidimensionality and mediation in the roles of lexical knowledge in reading comprehension for Spanish-speaking language minority learners. Learning & Individual Differences, 39, 24-38.
Deacon, S. H., Kieffer, M. J., & Laroche, A. (2014). The relation between morphological awareness and reading comprehension: Evidence from mediation and longitudinal models. Scientific Studies of Reading, 18, 432-451.
Kieffer, M. J. (2014). Morphological awareness and reading difficulties in Spanish-speaking language minority learners and their classmates. Journal of Learning Disabilities, 47, 44-53.
Lesaux, N. K., Kieffer, M. J., Kelley, J., & Russ, J. (2014). Effects of academic vocabulary instruction for linguistically diverse adolescents: Evidence from a randomized field trial. American Educational Research Journal, 51, 1159-1194.
Joshua Lawrence
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.
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), 5-18.
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.
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. 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. International Journal of Bilingualism, 19(3), 314–332.
Noella Mackenzie
Daffern, T., & Mackenzie, N. (2015). Building strong writers: Creating balance between the authorial and secretarial elements of writing. Literacy Learning: the Middle Years, 23(1), 23-32.
Margaret G. McKeown
McKeown, M. G., & Beck, I. L. (2014). Effects of vocabulary instruction on measures of language processing: Comparing two approaches. Early Childhood Research Quarterly, 29(4), 520-530. doi: 10.1016/j.ecresq.2014.06.002
GRANT: IES Goal 2 grant July 2015 – June 30 2018: Returning to Our Roots: Development of a Morphology Intervention to Bolster Academic Vocabulary Knowledge for Adolescent English Learners. PI – Amy Crosson; Co-PI- Moddy McKeown.
Sabina Rak Neugebauer
Neugebauer, S., Chafouleas, S., Coyne, M., McCoach, E., & Briesch, A. (2016) Exploring an Ecological Model of Perceived Usability within a Multi-Tiered Vocabulary Intervention. Assessment for Effective Intervention, 1-17. DOI: 10.1177/1534508415619732.
Neugebauer, S., Kieffer, M., & Howard, E. (2015). Exploring multidimensionality and mediation in the roles of lexical knowledge in reading comprehension for adolescent Spanish-speaking language minority learners. Learning and Individual Differences, 39, 24-38.
P. David Pearson
Cervetti, G. N., Hiebert, E. H., Pearson, P.D., & McClung, N. (2015). Factors that influence the difficulty of science words. Journal of Literacy Research. 47(2), 153-185.
Sharolyn D. Pollard-Durodola
Pollard-Durodola, S.D., Gonzalez, J.E., Saenz, L., Soares, D., Resendez, N., Kwok, O., Davis, H. & Zhu, L. (2016). The effects of content-related shared book reading on the language development of preschool dual- language learners. Early Childhood Research Quarterly. 36, 106-121.
Pollard-Durodola, S.D., Gonzalez, J. E., & Simmons, D. C., and Simmons, L. (2015) Accelerating language skills and content knowledge via shared book reading. Baltimore, MD: Brookes Publishing.
Rebecca Silverman
Silverman, R.D., Proctor, C.P, Harring, J.R., Hartranft, A.M., Doyle, C.B., & Zelinke, S.B. (2015). Language skills and reading comprehension in English monolingual and Spanish-English bilingual children in grades 2-5. Reading and Writing: An Interdisciplinary Journal, 28 (9), 1381- 1405.
Tanya S. Wright
Wright, T. S., & Neuman, S. B. (2014). Paucity and disparity in kindergarten oral vocabulary Instruction. Journal of Literacy Research, 46, 330-357.
Wright, T. S. (2014). From potential to reality: Content-rich vocabulary and informational text. The Reading Teacher, 67, 359-367.
Neuman, S. B., & Wright, T. S. (2014). The magic of words: Teaching vocabulary in the early childhood classroom. American Educator, 38, 4-13.
Dongbo Zhang
Lu, C., Koda, K., Zhang, D., & Zhang, Y. (2015). Effects of semantic radical properties on character meaning extraction and inference. Writing Systems Research, 7, 169-185.
Zhang, D., & Koda, K. (2014). Awareness of derivation and compounding in Chinese-English biliteracy acquisition. International Journal of Bilingual Education and Bilingualism, 17, 55-73.
Zhang, D., Koda K., & Sun, X. (2014). Morphological awareness in biliteracy acquisition: A study of young Chinese EFL readers. International Journal of Bilingualism, 18, 570-585.