Amy Crosson
Cited by
Cited by
Uneven profiles: Language minority learners' word reading, vocabulary, and reading comprehension skills
NK Lesaux, AC Crosson, MJ Kieffer, M Pierce
Journal of applied developmental psychology 31 (6), 475-483, 2010
Classroom climate, rigorous instruction and curriculum, and students' interactions in urban middle schools
LC Matsumura, SC Slater, A Crosson
The elementary school journal 108 (4), 293-312, 2008
Classroom talk for rigorous reading comprehension instruction
MK Wolf, AC Crosson, LB Resnick
Reading Psychology 26 (1), 27-53, 2005
Revisiting assumptions about the relationship of fluent reading to comprehension: Spanish-speakers’ text-reading fluency in English
AC Crosson, NK Lesaux
Reading and Writing 23, 475-494, 2010
Word Generation randomized trial: Discussion mediates the impact of program treatment on academic word learning
JF Lawrence, AC Crosson, EJ Paré-Blagoev, CE Snow
American Educational Research Journal 52 (4), 750-786, 2015
Accountable talk in reading comprehension instruction
MK Wolf, AC Crosson, LB Resnick
Regents of the University of California, 2005
Word knowledge and comprehension effects of an academic vocabulary intervention for middle school students
MG McKeown, AC Crosson, DW Moore, IL Beck
American Educational Research Journal 55 (3), 572-616, 2018
Overview of the instructional quality assessment
BW Junker, Y Weisberg, LC Matsumura, A Crosson, M Wolf, A Levison, ...
Regents of the University of California, 2005
Does knowledge of connectives play a unique role in the reading comprehension of English learners and English‐only students?
AC Crosson, NK Lesaux
Journal of Research in Reading 36 (3), 241-260, 2013
Factors that influence comprehension of connectives among language minority children from Spanish-speaking backgrounds
AC Crosson, NK Lesaux, M Martiniello
Applied Psycholinguistics 29 (4), 603-625, 2008
Extending the bounds of morphology instruction: Teaching Latin roots facilitates academic word learning for English learner adolescents
AC Crosson, MG McKeown, DW Moore, F Ye
Reading and Writing 32 (3), 689-727, 2019
Middle school learners' use of Latin roots to infer the meaning of unfamiliar words
AC Crosson, MG McKeown
Cognition and Instruction 34 (2), 148-171, 2016
The quality of writing tasks and students’ use of academic language in Spanish
AC Crosson, LC Matsumura, R Correnti, A Arlotta-Guerrero
The Elementary School Journal 112 (3), 469-496, 2012
Connectives: Fitting another piece of the vocabulary instruction puzzle
AC Crosson, NK Lesaux
The Reading Teacher 67 (3), 193-200, 2013
Morphological analysis skill and academic vocabulary knowledge are malleable through intervention and may contribute to reading comprehension for multilingual adolescents
AC Crosson, MG McKeown, P Lei, H Zhao, X Li, K Patrick, K Brown, ...
Journal of Research in Reading 44 (1), 154-174, 2021
In the media: Expanding students' experience with academic vocabulary
MG McKeown, AC Crosson, NJ Artz, C Sandora, IL Beck
The Reading Teacher 67 (1), 45-53, 2013
When to take up roots: The effects of morphology instruction for middle school and high school English learners
AC Crosson, D Moore
Reading Psychology 38 (3), 262-288, 2017
Accountable Talk in Reading Comprehension Instruction. CSE Technical Report 670.
MK Wolf, AC Crosson, LB Resnick
National Center for Research on Evaluation, Standards, and Student Testing …, 2006
Impact of COVID‐19 on early literacy instruction for emergent bilinguals
AC Crosson, RD Silverman
Reading Research Quarterly 57 (1), 5-14, 2022
Key elements of robust vocabulary instruction for emergent bilingual adolescents
AC Crosson, MG McKeown, KP Robbins, KJ Brown
Language, Speech, and Hearing Services in Schools 50 (4), 493-505, 2019
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