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Amy Crosson


Research Interests: 

  • Classroom-based interventions to support development of academic language, reading comprehension, and argumentation skills of multilingual learners in public school settings
  • Assessment of word knowledge, text comprehension, and classroom discourse  


Recent Publications:  

Crosson, A.C., Hughes, E.M., Blanchette, F. & Thomas, C. (2020). What’s the point? Emergent bilinguals’ understanding of multiple-meaning words that carry everyday and discipline-specific mathematical meanings. Reading and Writing Quarterly36, 84-103. 10.1080/10573569.2020.1715312

Crosson, A.C., Lei, P., Cheng, W.*[1] & McKeown, M.G. (2019). The curious role of morphological family size in problem solving of unfamiliar words. Scientific Studies of Reading. doi: 10.1080/10888438.2019.1701475.

Crosson, A.C., Mckeown, M.G., Robbins, K. & Brown, K. (2019). Key elements of robust vocabulary instruction for emergent bilingual adolescents.  Language, Speech, and Hearing Services in Schools, 50. 10.1044/2019_LSHSS-VOIA-18-0127

Crosson, A.C., McKeown, M.G., & Ward, A.K. Jr. (2019). An innovative approach to assessing depth of knowledge of academic words. Language Assessment Quarterly, 16, 196-216. 10.1080/15434303.2019.1612899

Crosson, A.C., McKeown, M.G., Moore, D.W. & Ye, F. (2019). Extending the bounds of morphology instruction:  Word analysis using Latin roots facilitates academic word learning for English Learner adolescents. Reading and Writing: An Interdisciplinary Journal, 32, 689–727. 10.1007/s11145-018-9885-y

McKeown, M.G., Crosson, A.C., Moore, D.W. & Beck, I.B. (2018). Word knowledge and comprehension effects of an academic vocabulary intervention for middle school students. American Educational Research Journal, 55, 572-616. 10.3102/0002831217744181

Crosson, A.C. & Moore, D.W. (2017). When to take up roots: The effects of morphology instruction for middle school and high school English Learners at three grade bands. Reading Psychology, 38, 262-288. 10.1080/07370008.2016.1145121

Crosson, A.C. & McKeown, M.G. (2016). Middle school learners’ use of Latin roots to infer the meaning of unfamiliar words. Cognition and Instruction, 34, 148-171. 10.1080/07370008.2016.1145121

Lawrence, J. F., Crosson, A.C., Paré-Blagoev, E. J., & Snow, C. (2015). Word Generation randomized trial: Discussion mediates the impact of program treatment on academic word learning. American Educational Research Journal, 52, 750-786. 10.3102/0002831215579485

Crosson, A.C. & Lesaux, N.K. (2013). Connectives: Fitting another piece of the vocabulary instruction puzzle. The Reading Teacher, 67, 193-200. 10.1002/TRTR.1197

McKeown, M.G., Crosson, A.C., Sandora, C., Artz, N. & Beck, I.B. (2013). In the media:

Expanding students’ experience with academic vocabulary. The Reading Teacher, 67, 45-53. 10.1002/TRTR.1179

Crosson, A.C. & Lesaux, N.K. (2013). Does knowledge of connectives play a special role in the reading comprehension of English learners and English-only students? Journal of Research in Reading, 36, 241-260. 10.1111/j.1467-9817.2011.01501.x

Crosson, A.C., Matsumura, L.C., Correnti, R.J. & Guerrero-Arlotta, A. (2012). The quality of writing tasks and English language learners' use of academic language in Spanish.  [Special issue on academic language].  Elementary School Journal, 112, 469-496. 10.1086/663298

Crosson, A.C. & Lesaux, N.K. (2010). Revisiting assumptions about the relationship of fluent reading to comprehension: Spanish-speakers' text-reading fluency in English. Reading and Writing, 23, 475-494. 10.1007/s11145-009-9168-8

Lesaux, N.K., Crosson, A.C., Kieffer, M.J. & Pierce, M. (2010). Uneven profiles: Language minority learners' word reading, vocabulary, and reading comprehension skills. Journal of Applied Developmental Psychology, 31, 475-483. 10.1016/j.appdev.2010.09.004

Learn about English Learners’ Robust Academic Vocabulary Encounters