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Direct linkCrosson, Amy C.; Moore, Debra – Grantee Submission, 2017
A majority of the challenging words that adolescent readers encounter in school texts are morphologically complex and from the Latinate layer of English. For these words, bound roots carry important meaning, such as the relation between innovative and its bound root, nov, meaning "new." This study investigated the effects of instruction…
Descriptors: Adolescents, Middle School Students, High School Students, Intervention
Crosson, Amy C.; McKeown, Margaret G.; Ward, Arthur K., Jr. – Language Assessment Quarterly, 2019
The purpose of this research is to develop a vocabulary assessment, Evaluation of Academic Vocabulary or "EAV," that gauges students' depth of knowledge of academic words and is sensitive to vocabulary growth in the context of literacy interventions. We report results from two studies with native English-speaking middle school students…
Descriptors: Knowledge Level, Academic Language, Evaluation Methods, Literacy
Crosson, Amy C.; McKeown, Margaret G.; Ward, Arthur K., Jr. – Grantee Submission, 2019
The purpose of this research is to develop a vocabulary assessment, Evaluation of Academic Vocabulary or "EAV," that gauges students' depth of knowledge of academic words and is sensitive to vocabulary growth in the context of literacy interventions. We report results from two studies with native English-speaking middle school students…
Descriptors: Knowledge Level, Academic Language, Evaluation Methods, Literacy
Crosson, Amy C.; McKeown, Margaret G.; Robbins, Kelly P.; Brown, Kathleen J. – Grantee Submission, 2019
Purpose: In this clinical focus, the authors argue for robust vocabulary instruction with emergent bilingual learners both in inclusive classroom settings and in clinical settings for emergent bilinguals with language and literacy disorders. Robust vocabulary instruction focuses on high-utility academic words that carry abstract meanings and…
Descriptors: Vocabulary Development, Bilingualism, Inclusion, Teaching Methods
Crosson, Amy C.; Moore, Debra – Reading Psychology, 2017
A majority of the challenging words that adolescent readers encounter in school texts are morphologically complex and from the Latinate layer of English. For these words, bound roots carry important meaning, such as the relation between innovative and its bound root, nov, meaning "new." This study investigated the effects of instruction…
Descriptors: Adolescents, Middle School Students, High School Students, Intervention
Wolf, Mikyung Kim; Crosson, Amy C.; Resnick, Lauren B. – Reading Psychology an international quarterly, 2004
This study examined the quality of classroom talk and its relation to academic rigor in reading-comprehension lessons. Additionally, the study aimed to characterize effective questions to support rigorous reading comprehension lessons. The data for this study included 21 reading-comprehension lessons in several elementary and middle schools from…
Descriptors: Middle Schools, Discussion, Classroom Communication, Urban Schools
Wolf, Mikyung Kim; Crosson, Amy C.; Resnick, Lauren B. – National Center for Research on Evaluation, Standards, and Student Testing (CRESST), 2006
This study examined the relationship between the quality of classroom talk and academic rigor in reading comprehension lessons. In addition, the study aimed to characterize effective questions to support rigorous reading comprehension lessons. The data were collected as a part of the Instructional Quality Assessment (IQA) pilot. The IQA is a…
Descriptors: Classroom Communication, Reading Comprehension, Educational Quality, Accountability
