Crosson, A.C., McKeown, M.G., Lei, P., Zhao, H., Li, X., Patrick, K. & Brown, K. & Shen, Y. (2021). Morphological analysis skill and vocabulary knowledge are malleable through intervention and may contribute to reading comprehension for multilingual adolescents. Journal of Research in Reading, 44, 154-174. 10.1111/1467-9817.12323
Crosson, A.C., Lei, P.W., Cheng, W. & McKeown, M.G. (2020). The curious role of morphological family size in problem solving of unfamiliar words. Scientific Studies of Reading, 24, 445-461. 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, 493-505. 10.1044/2019_LSHSS-VOIA-18-0127
Crosson, A.C. & McKeown, M.G. (2019). An innovative assessment for 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.
McKeown, M.G., Crosson, A.C., Beck, I.B. & Moore, D.W. (2018). Word knowledge and comprehension effects of an academic vocabulary intervention for middle school students. American Educational Research Journal, 55, 572-616.
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.
Crosson, A.C. & McKeown, M.G. (2016). How effectively do middle school learners use roots to infer the meaning of unfamiliar words? Cognition and Instruction, 34, 148-171.