Amy C Crosson
Biographic Data
| ID | 5180448 |
|---|---|
| NAME | Amy C Crosson |
| GIVEN NAMES | Amy C |
| FAMILY NAME | Crosson |
| SIGNATURE | CROSSON A C |
| AFFILIATIONS | Pennsylvania State University |
| ORCID | 0000-0003-2833-0602 |
| VERIFIED | Yes |
| TOTAL WORKS | 7 |
| TOTAL CITATIONS | 17 |
| WORKS AS AUTHOR | 7 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2010 |
| LATEST PUBLICATION YEAR | 2022 |
| H-INDEX | 2 |
Think Like a Linguist
In this article, we focus on a series of lessons, called Think Like a Linguist, that we designed and implemented with multilingual adolescents. These lessons were developed as an introduction to a semester‐long study on academic vocabulary and word analysis using Latin roots. Our intention in Think Like a Linguist lessons was to present concepts about language patterns and relationships by leveraging students’ diverse language backgrounds. Transc…
Impact of Covid‐19 on Early Literacy Instruction for Emergent Bilinguals
We investigated teachers’ perspectives on how literacy instruction for bilingual children changed due to the shift to remote instruction during COVID‐19. Fifty K‐2 public school teachers from 10 states submitted smartphone‐based diary entries about their day‐to‐day literacy instructional practices before versus during COVID‐19. Teachers reported implementing less literacy instruction in general. The smallest declines were seen in code‐focused, fo…
Morphological analysis skill and academic vocabulary knowledge are malleable through intervention and may contribute to reading comprehension for multilingual adolescents
Background Morphological analysis skill is the ability to problem‐solve meanings of unfamiliar words by applying knowledge of morphological constituents. For vocabulary words from the academic layer of English, the major, meaning‐carrying morphological contituents are Latin roots ( nov meaning ‘new’ in innovative ). The degree to which morphological analysis skill using Latin roots is susceptible to intervention and whether improvements relate to…
Unpacking Contributions of Morphosyntactic Awareness and Vocabulary to Science Reading Comprehension among Linguistically Diverse Students
A lack of familiarity with the lexical, grammatical, and discursive features associated with academic language presents comprehension challenges for many adolescent readers, especially those with still‐developing English language skills. Although many studies focused on reading comprehension in content areas, the prevalent use of standardized tests combining narrative and expository readings across academic domains undermines our understandings o…
Word Knowledge and Comprehension Effects of an Academic Vocabulary Intervention for Middle School Students
This article presents findings from an intervention across sixth and seventh grades to teach academic words to middle school students. The goals included investigating a progression of outcomes from word knowledge to comprehension and investigating the processes students use in establishing word meaning. Participants in Year 1 were two sixth-grade reading teachers and 105 students (treatment n = 62; control n = 43) and in Year 2, one seventh-grad…
Word Generation Randomized Trial
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 classr…
Uneven profiles
Word Generation Randomized Trial
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 classr…
Word Knowledge and Comprehension Effects of an Academic Vocabulary Intervention for Middle School Students
This article presents findings from an intervention across sixth and seventh grades to teach academic words to middle school students. The goals included investigating a progression of outcomes from word knowledge to comprehension and investigating the processes students use in establishing word meaning. Participants in Year 1 were two sixth-grade reading teachers and 105 students (treatment n = 62; control n = 43) and in Year 2, one seventh-grad…
Impact of Covid‐19 on Early Literacy Instruction for Emergent Bilinguals
We investigated teachers’ perspectives on how literacy instruction for bilingual children changed due to the shift to remote instruction during COVID‐19. Fifty K‐2 public school teachers from 10 states submitted smartphone‐based diary entries about their day‐to‐day literacy instructional practices before versus during COVID‐19. Teachers reported implementing less literacy instruction in general. The smallest declines were seen in code‐focused, fo…
Uneven profiles
Word Generation Randomized Trial
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 classr…
Word Knowledge and Comprehension Effects of an Academic Vocabulary Intervention for Middle School Students
This article presents findings from an intervention across sixth and seventh grades to teach academic words to middle school students. The goals included investigating a progression of outcomes from word knowledge to comprehension and investigating the processes students use in establishing word meaning. Participants in Year 1 were two sixth-grade reading teachers and 105 students (treatment n = 62; control n = 43) and in Year 2, one seventh-grad…
Morphological analysis skill and academic vocabulary knowledge are malleable through intervention and may contribute to reading comprehension for multilingual adolescents
Background Morphological analysis skill is the ability to problem‐solve meanings of unfamiliar words by applying knowledge of morphological constituents. For vocabulary words from the academic layer of English, the major, meaning‐carrying morphological contituents are Latin roots ( nov meaning ‘new’ in innovative ). The degree to which morphological analysis skill using Latin roots is susceptible to intervention and whether improvements relate to…
Unpacking Contributions of Morphosyntactic Awareness and Vocabulary to Science Reading Comprehension among Linguistically Diverse Students
A lack of familiarity with the lexical, grammatical, and discursive features associated with academic language presents comprehension challenges for many adolescent readers, especially those with still‐developing English language skills. Although many studies focused on reading comprehension in content areas, the prevalent use of standardized tests combining narrative and expository readings across academic domains undermines our understandings o…
Think Like a Linguist
In this article, we focus on a series of lessons, called Think Like a Linguist, that we designed and implemented with multilingual adolescents. These lessons were developed as an introduction to a semester‐long study on academic vocabulary and word analysis using Latin roots. Our intention in Think Like a Linguist lessons was to present concepts about language patterns and relationships by leveraging students’ diverse language backgrounds. Transc…
Impact of Covid‐19 on Early Literacy Instruction for Emergent Bilinguals
We investigated teachers’ perspectives on how literacy instruction for bilingual children changed due to the shift to remote instruction during COVID‐19. Fifty K‐2 public school teachers from 10 states submitted smartphone‐based diary entries about their day‐to‐day literacy instructional practices before versus during COVID‐19. Teachers reported implementing less literacy instruction in general. The smallest declines were seen in code‐focused, fo…
Linguistics (7 works) · Psychology (7 works) · Reading and Literacy Development (7 works) · Vocabulary (7 works) · Mathematics education (6 works) · Vocabulary development (6 works) · Comprehension (5 works) · Computer Science (5 works) · Reading comprehension (5 works) · Teaching method (5 works)