Publications

Vukovic R, Lesaux N. The language of mathematics: Investigating the ways language counts for children’s mathematical developmen. Journal of Experimental Child Psychology. 2013;115 (2) :227-244.

Kieffer M, Lesaux N. Development of English morphological awareness and vocabulary knowledge in Spanish-speaking language minority learners: A parallel process latent growth curve model. Applied Psycholinguistics. 2012;33 :23-54.

Kieffer M, Lesaux N. Direct and indirect roles of morphological awareness to the English reading comprehension in native Spanish, Tagalog, Vietnamese, and English speakers. Language Learning. 2012;62 (4) :1170-1204.

Kieffer M, Lesaux N. Effects of academic language instruction on relational and syntactic aspects of morphological awareness for sixth graders from linguistically diverse backgrounds. Elementary School Journal. 2012 :519-545.

Kieffer M, Lesaux N. Knowledge of words, knowledge about words: Dimensions of vocabulary in first and second language learners in sixth grade. Reading and Writing: An Interdisciplinary Journal. 2012;25 :347-373.

Gamez P, Lesaux N. The Relation between exposure to sophisticated and complex language and Early-adolescent English-only and language-minority learners’ vocabulary. Child Development. 2012;83 (4) :1316-1331.

Lesaux N, Harris JR, Sloane P. Adolescents’ motivation in the context of an academic vocabulary intervention in urban middle school classrooms. Journal of Adolescent and Adult Literacy. 2012;56 (3) :231-240. Publisher's Version

Lesaux N. Reading and reading instruction for children from low-income and non-English-speaking households. Future of Children . 2012;22 (2) :73-88.

Mancilla-Martinez J, Lesaux N. Early home language use and later vocabulary development. Journal of Educational Psychology. 2011;103 :535-546.

Mancilla-Martinez J, Lesaux N. The Gap between Spanish-speakers’ word reading and word knowledge: A longitudinal study. Child Development. 2011;82 :1544-1560.

Lesaux N, Marietta S. Making Assessment Matter: Using Test Results to Differentiate Reading Instruction. New York: Guilford Press; 2011. Publisher's Version

Lesaux N, Hastings M, Kelley J, Marietta S, Harris JR. Turning the Page: Refocusing Massachusetts for Reading Success.; 2010. turningthepage_refocusingmaforreadingsuccess.pdf

Kelley J, Lesaux N, Kieffer M, Faller SE. Effective academic vocabulary instruction in the urban middle school. Reading Teacher. 2010;64 (1) :5–14.

Lesaux N, Kieffer M, Faller SE, Kelley J. The effectiveness and ease of implementation of an academic vocabulary intervention for linguistically diverse students in urban middle schools. Reading Research Quarterly. 2010;45 (2) :196-228.

Lesaux N, Kieffer M. Exploring sources of reading comprehension difficulties among language minority learners and their classmates in early adolescence. American Educational Research Journal. 2010;47 :596-632.

Vukovic RK, Lesaux N, Siegel LS. The mathematics skills of children with reading difficulties. Learning and Individual Differences. 2010;20 (6) :649-653.

Kieffer M, Lesaux N. Morphing into adolescents: Active word learning for English-Language Learners and struggling readers in middle school. Journal of Adolescent & Adult Literacy. 2010;54 (1) :47–56.

Mancilla-Martinez J, Lesaux N. Predictors of reading comprehension for struggling readers: The case of Spanish-speaking language minority learners. Journal of Educational Psychology. 2010;102 (3) :701-711.

Crosson A, Lesaux N. Revisiting assumptions about the relationship of fluent reading to comprehension: Spanish-speakers' text-reading fluency in English. Reading and Writing: An Interdisciplinary Journal. 2010;23 (5) :475-494.

Lesaux N, Crosson A, Kieffer M, Pierce M. Uneven Profiles: Language Minority Learners' Word Reading, Vocabulary, and Reading Comprehension Skills. Journal of Applied Developmental Psychology. 2010;31 :475-483.