| 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 | 265 | 2010 |
| Classroom talk for rigorous reading comprehension instruction MK Wolf, AC Crosson, LB Resnick Reading Psychology 26 (1), 27-53, 2005 | 229 | 2005 |
| 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 | 224 | 2008 |
| 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 | 186 | 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 | 133 | 2015 |
| Accountable talk in reading comprehension instruction MK Wolf, AC Crosson, LB Resnick Regents of the University of California, 2005 | 124 | 2005 |
| 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 | 111 | 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 | 106 | 2018 |
| 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 | 99 | 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 | 78 | 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 | 70 | 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 | 65 | 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 | 53 | 2012 |
| Connectives: Fitting another piece of the vocabulary instruction puzzle AC Crosson, NK Lesaux The Reading Teacher 67 (3), 193-200, 2013 | 47 | 2013 |
| 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 | 39 | 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 | 37 | 2021 |
| 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 | 37 | 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 | 32 | 2006 |
| 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 | 32 | 2006 |
| 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 | 26 | 2019 |
Lauren B. ResnickDistinguished University Professor, Learning Sciences and Education Policy; Psychology and Cognitive Science, University of PittVerified email at pitt.edu
