Revisiting assumptions about the relationship of fluent reading to comprehension: Spanish-speakers’ text-reading fluency in English von Crosson, Amy C., Lesaux, Nonie K.

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Chinese adolescents learning to read in English: How do different types of morphological awareness contribute to vocabulary knowledge and comprehension? von Shen, Yaqi, Crosson, Amy C.

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Impact of COVID‐19 on Early Literacy Instruction for Emergent Bilinguals von Crosson, Amy C., Silverman, Rebecca D.

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Word Knowledge and Comprehension Effects of an Academic Vocabulary Intervention for Middle School Students von McKeown, Margaret G., Crosson, Amy C., Moore, Debra W., Beck, Isabel L.

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Extending the bounds of morphology instruction: teaching Latin roots facilitates academic word learning for English Learner adolescents von Crosson, Amy C., McKeown, Margaret G., Moore, Debra W., Ye, Feifei

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Unpacking Contributions of Morphosyntactic Awareness and Vocabulary to Science Reading Comprehension among Linguistically Diverse Students von Ardasheva, Yuliya, Crosson, Amy C., Carbonneau, Kira J., French, Brian F.

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Middle School Learners' Use of Latin Roots to Infer the Meaning of Unfamiliar Words von Crosson, Amy C., McKeown, Margaret G.

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Think Like a Linguist: Leveraging Multilingual Students’ Expertise about Language von Crosson, Amy C., Tapu, Christine, McKeown, Margaret G.

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Morphological analysis skill and academic vocabulary knowledge are malleable through intervention and may contribute to reading comprehension for multilingual adolescents von Crosson, Amy C., McKeown, Margaret G., Lei, Puiwa, Zhao, Hui, Li, Xinyue, Patrick, Kelly, Brown, Kathleen, Shen, Yaqi

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Word Generation Randomized Trial: Discussion Mediates the Impact of Program Treatment on Academic Word Learning von Lawrence, Joshua F., Crosson, Amy C., Paré-Blagoev, E. Juliana, Snow, Catherine E.

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Does knowledge of connectives play a unique role in the reading comprehension of English learners and English-only students? von Crosson, Amy C., Lesaux, Nonie K.

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Key Elements of Robust Vocabulary Instruction for Emergent Bilingual Adolescents von Crosson, Amy C, McKeown, Margaret G, Robbins, Kelly P, Brown, Kathleen J

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When to Take Up Roots: The Effects of Morphology Instruction for Middle School and High School English Learners von Crosson, Amy C., Moore, Debra

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CONNECTIVES: Fitting Another Piece of the Vocabulary Instruction Puzzle von Crosson, Amy C., Lesaux, Nonie K.

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The Quality of Writing Tasks and Students’ Use of Academic Language in Spanish von Crosson, Amy C., Matsumura, Lindsay Clare, Correnti, Richard, Arlotta-Guerrero, Anna

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Uneven profiles: Language minority learners' word reading, vocabulary, and reading comprehension skills von Lesaux, Nonie K., Crosson, Amy C., Kieffer, Michael J., Pierce, Margaret

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Factors that influence comprehension of connectives among language minority children from Spanish-speaking backgrounds von CROSSON, AMY C., LESAUX, NONIE K., MARTINIELLO, MARIA

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In The Media: Expanding Students' Experience With Academic Vocabulary von McKeown, Margaret G., Crosson, Amy C., Artz, Nancy J., Sandora, Cheryl, Beck, Isabel L.

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CLASSROOM TALK FOR RIGOROUS READING COMPREHENSION INSTRUCTION von Wolf, Mikyung Kim, Crosson, Amy C., Resnick, Lauren B.

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Middle School Learners' Use of Latin Roots to Infer the Meaning of Unfamiliar Words von Crosson, Amy C, McKeown, Margaret G

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