My mission is to bridge the gap between research and practice, ensuring students harness their full literacy and learning potential.
I am committed to realizing this vision through my teaching, instructional leadership, rigorous research, and the development of innovative, scalable solutions. My active involvement in research-practice collaborations underscores my commitment to uniting diverse stakeholders in addressing educational inequities and supporting diverse learners.
My mission is to bridge the gap between research and practice, ensuring middle and high school students harness their full literacy and learning potential.
I am dedicated to realizing this vision through my teaching, instructional leadership, and rigorous research. My active involvement in research-practice collaborations underscores my commitment to uniting diverse stakeholders in addressing educational inequities and supporting diverse learners.
Snow, C., & Lawrence, J.F. (2024). Opportunities to learn and intersubjectivity. In O. Erstad (Ed.), Education and Dialogue in Polarized Societies. Oxford, England: Oxford University Press.
Lawrence, J., Knoph, R., & Hagen, Å. (in press). The language of learning: Academic vocabulary development and reading comprehension. In M. Kuhn & S. Neuman (Eds.), Handbook on the Science of Literacy in Grades 3-8. Guilford Publications.
Lawrence, J.F. (2024, October). Advancing Vocabulary Assessment: AI-Driven Innovations and Insights from Lexical Dimensionality Research. Stanford University, Stanford, CA.
Yang, J., Grøver, V., & Lawrence, J. F. (2024). Chinese mothers use idioms in shared book reading: A predictor for children’s Chinese vocabulary growth? Journal of Child Language.
Yang, J., Lawrence, J. F., & Grøver, V. (2024). What else will I do when I start school? Preschoolers’ wh-questions in dinnertime conversations and their language development. First Language, 44(3), 301–323. https://journals.sagepub.com/doi/10.1177/01427237241242177
Knoph, R.E., Lawrence, J. F., & Francis, D. J. (2024). The dimensionality of lexical features in general, academic, and disciplinary vocabulary. Scientific Studies of Reading: The Official Journal of the Society for the Scientific Study of Reading, 28(2), 142–166. https://doi.org/10.1080/10888438.2023.2241939