Leadership Team Member
Joshua Lawrence
Dr. Joshua Lawrence is a researcher, innovator, and leader in literacy education and adult learning. With extensive experience in school-based research and professional development, he is committed to bridging the gap between research and practice. His work spans natural language processing (NLP), assessment development, and large-scale educational interventions, all aimed at improving literacy outcomes. He has held faculty positions at the University of Oslo and the University of California, Irvine, and has led multiple grant-funded research initiatives. Joshua’s expertise drives the vision of Reading Ways, ensuring that the platform remains at the forefront of literacy education innovation. Learn more about his work at www.joshualawrence.com.
- Improving the Accuracy of Academic Vocabulary Assessment for English Language Learners, $1,600,000. (David Francis, PI). Role: Co-PI. US Department of Education, IES Goal 3, #R305A120045.
- Randomized Trial of the Word Generation Program, $2,853,517. (Catherine Snow, PI). Role: Coordinator.US Department of Education, IES Goal 3, # R305A090555. 2009 – 2013.
- Academic research site http://readingresearch.info/
- Lawrence, J.F., Knoph, R., McIlraith, A., Kulesz, P., & Francis, D. (in press). Reading Comprehension and Academic Vocabulary: Exploring Relations of Item Features and Reading Proficiency. Reading Research Quarterly.
- Hagen, Å, Knoph, R., Hjetland, H.N., Rogde, K., Lawrence, J.F., Lervåg, A., Melby-Lervåg, M. (in press). Measuring Listening Comprehension and Predicting Language Development in At-Risk Preschoolers Scandinavian Journal of Educational Research (CSJE). https://doi.org/10.1080/00313831.2021.1939136 .
- Lawrence, J. F., Hagen, Å.M., Hwang, J.K., Lin, G., & Lervåg, A. (2019). Academic vocabulary and reading comprehension: exploring the relationships across measures of vocabularyknowledge. Reading and Writing. https://rdcu.be/OzX9
- Taylor, K. S., Lawrence, J. F., Connor, C. M., & Snow, C. E. (2018). Cognitive and linguistic features of adolescent argumentative writing: Do connectives signal more complex reasoning?Reading and Writing. https://doi.org/10.1007/s11145-018-9898 Argumentative Organizer
- †Hwang, J. K., Lawrence, J. F., & Snow, C. E. (2017). Defying expectations: Vocabulary growth trajectories of high performing language minority students. Reading and Writing, 30(4), 829–856. https://doi.org/10.1007/s11145-016-9703-3 (online first edition)
- Lawrence, J. F., Francis, D., Paré-Blagoev, E.J., & Snow, C. E. (2017). The Poor Get Richer: Heterogeneity in the Efficacy of a School-Level Intervention for Academic Language. Journal of Research on Educational Effectiveness, 10(4), 767–793. https://doi.org/10.1080/19345747.2016.1237596 (online first edition)
- † Hwang, J. K., Lawrence, J. F., Collins, P., & Snow, C. (2017). Vocabulary and reading performances of redesignated fluent English proficient students. TESOL Quarterly, 51(4), 757–786. https://doi.org/10.1002/tesq.346
- † Lin, A.R., Lawrence, J.F., Snow, C.E., & † Taylor, K. (2016). Assessing adolescents’ communicative self-efficacy to discuss controversial issues: Findings from a randomized study of the Word Generation program. Theory and Research in Social Education, 44(3), 316-343 http://dx.doi.org/10.1080/00933104.2016.1203852
- Lawrence, J. F., ‡ Niiya, M., & Warschauer, M. (2016). Narrative writing in digital formats: Interpreting the impact of audience. Psychology of Language and Communication, 20(1). http://dx.doi.org/10.1515/plc-2015-0012