Publications

STARI

Hemphill, L. & Snow, C. (2018). Learning to Read While Reading to Learn: The Central Role of Multiple Documents in Two Instructional Programs.  In J. L.G. Braasch, I. Bråten & M. T. McCrudden (Eds.), Handbook of Multiple Source Use. New York, NY: Routledge

Kim, J. S., Hemphill, L., Troyer, M., Thomson, J. M., Jones, S. M., LaRusso, M. D., & Donovan, S. (2017). Engaging Struggling Adolescent Readers to Improve Reading Skills. Reading Research Quarterly, 52(3), 357-382. doi:10.1002/rrq.171

LaRusso, M. D., Donovan, S., & Snow, C. (2016). Implementation challenges for Tier One and Tier Two school-based programs for early adolescents. In B. Foorman (Ed.), Challenges to implementing effective reading intervention in schools. New Directions for Child and Adolescent Development, 154, 11–30.

Thomson, J., Hemphill, L., & Snow, C. (2018). The Strategic Adolescent Reading Intervention. In S. Spencer (Ed.), Supporting Adolescents with Language Disorders (pp. 287-310). Guildford: J & R Press.

Troyer, M. (in press). “And then my creativity took over:” Productivity of teacher adaptations to an adolescent literacy curriculum, Elementary School Journal.

Troyer, M. (2017). Teachers’ adaptations to and orientations toward an adolescent literacy curriculum, Journal of Curriculum Studies. DOI: 10.1080/00220272.2017.1407458

Troyer, M. (2017). Teacher implementation of an adolescent reading intervention. Teaching and Teacher Education, 65, 21-33. doi:10.1016/j.tate.2017.03.005

Dissertation

Troyer, M. (2017). Teacher Implementation of an Adolescent Reading Intervention (Doctoral dissertation). Harvard University, Cambridge.

 

READING TO LEARN IN SCIENCE

Osborne, J., Donovan, B. M., Henderson, J. B., MacPherson, A. C., & Andrew, W. (2016). Arguing From Evidence in Middle School Science: 24 Activities for Productive Talk and Deeper Learning. Corwin.

Patterson, A., Roman, D., Friend, M., Osborne, J., & Donovan, B. (2018). Reading for meaning: The foundational knowledge every teacher of science should have. International Journal of Science Education. doi:10.1080/09500693.2017.1416205

WORD GENERATION*

Dobbs, C. L. (2014). Signaling organization and stance: academic language use in middle grade persuasive writing. Reading and Writing, 27, 1327-1352.

Dobbs, C. L. & Kearns, D. (2016). Using new vocabulary in writing: Exploring how word and learner characteristics relate to the likelihood that writers use newly taught vocabulary. Reading and Writing, 29, 1817-1844.

Duhaylongsod, L. (2017). Classroom Debates in Middle School Social Studies: Moving from Personal Attacks to Evidence and Reasoning. Middle Grades Research, 11(2), 99-115.

Duhaylongsod, L., Snow, C. E., Selman, R., & Donovan, M.S. (2015). Toward disciplinary literacy: Dilemmas and challenges in designing history curriculum to support middle school students. Harvard Educational Review, 85, 587-608.

Hemphill, L. & Snow, C. (2018). Learning to Read While Reading to Learn: The Central Role of Multiple Documents in Two Instructional Programs.  In J. L.G. Braasch, I. Bråten & M. T. McCrudden (Eds.), Handbook of Multiple Source Use. New York, NY: Routledge

Jones, S. M., LaRusso, M., Kim, J., Kim, H. Y., Selman, R., Uccelli, P., ... Snow, C. (in press). Experimental Effects of Word Generation on Vocabulary, Academic Language, Perspective Taking, and Reading Comprehension in High Poverty Schools. Journal of Research on Educational Effectiveness.

Kim, H. Y., Hsin, L. B., & Snow, C. E. (2018). Reducing academic inequalities for English language learners: Variation in experimental effects of word generation in high-poverty schools. International Journal of Bilingual Education and Bilingualism, 1-19. doi:10.1080/13670050.2018.1535574

LaRusso, M. D., Donovan, S., & Snow, C. (2016). Implementation challenges for Tier One and Tier Two school-based programs for early adolescents. In B. Foorman (Ed.), Challenges to implementing effective reading intervention in schools. New Directions for Child and Adolescent Development, 154, 11–30.

Phillips Galloway, E., & Uccelli, P. (2015). Modeling the relationship between lexico-syntactic and discourse organization skills in middle grade writers: Insights into later productive language skills that support academic writing. Reading and Writing, 28(6), 797-828.

Snow, C. E. (2014). Extended discourse in first and second language acquisition: A challenge and an opportunity. Journal of Japanese Linguistics, 30.

Snow, C. E. (2014). Language, literacy, and the needs of the multilingual child. Perspectives in Education, 32, 11-20.

Snow, C. E. (2017). Motivation and engagement in language and literacy development. In E. Segers & P. van den Broek (Eds.), Developmental Perspectives in Written Language and Literacy. Amsterdam: John Benjamins.

Surrain, S., Duhaylongsod, L., Selman, R. & Snow, C.E. (2019). Using narrative thinking in argumentative writing. In E. Veneziano & A. Nicolopoulou (Eds.), Narrative, Literacy and Other Skills: Studies in intervention (pp. 151-170). Philadelphia, PA: John Benjamins.

ACADEMIC LANGUAGE / CALS ASSESSMENT

Phillips Galloway, E., Stude, J., & Uccelli, P. (2015). Negotiating communicative practices in schools: Student’s oral and written reflections on the academic register. Linguistics & Education, 31, 221-237.

Snow, C. E. (2014). Input to interaction to instruction: Three key shifts in the history of child language research. Journal of Child Language, 41, (Supplement 1), 117-124.

Snow, C. E., Uccelli, P., & White, C. (2013). Bedingungen und bedeutung des erwerbs von bildungssprache durch heranwachsende. (The conditions for and significance of children’s acquisition of academic language). In C. Rosebrook & A. Bertschi-Kaufmann (Eds.), Literalitat Erfassen: Bildungspolitisch, Kulturell, Individuell (29-39). Base: Beltz Juventa.

Uccelli, P., Barr, C. D., Dobbs, C. L., Phillips Galloway, E., Meneses, A., & Sánchez, E. (2015). Core Academic Language Skills (CALS): An expanded operational construct and a novel instrument to chart school-relevant language proficiency in per-adolescent and adolescent learners. Applied Psycholinguistics, 36(5), 1077-1109. doi: 10.1017/S0142716400006X

Uccelli, P., Demir-Lira, Ö E., Rowe, M. L., Levine, S., & Goldin-Meadow, S. (2018). Childrens Early Decontextualized Talk Predicts Academic Language Proficiency in Midadolescence. Child Development, 1-14. doi:10.1111/cdev.13034

Uccelli, P., & Galloway, E. P. (2016). Academic language across content areas: Lessons from an innovative assessment and from students' reflections about language. Journal of Adolescent & Adult Literacy. doi: 10.1002/jaal.553

Uccelli, P., Galloway, E. P., Barr, C., Meneses, A., & Dobbs, C. (2015). Beyond vocabulary: Exploring cross-disciplinary academic language proficiency and its association with reading comprehension. Reading Research Quarterly, 50(3), 261-359. doi: 10.1002/rrq.104

Uccelli, P., & Meneses, A. (2015). Lenguaje académico: construcción y validación de un instrumento para medir habilidades de lenguaje académico en estudiantes de primaria. Invited paper in Special Edited Volume, M. Brisk & P. Proctor, Miríada Hispánica, 10, 177-202.

Dissertation

Phillips Galloway, E. (2016). The Development of Core Academic Language and Reading Comprehension in Pre-Adolescent and Adolescent Learners (Doctoral dissertation). Harvard University, Cambridge.

READING COMPREHENSION

Goldman, S., & Snow, C. E. (2015). Adolescent literacy: Development and instruction. In A. Pollatsek & R. Treiman (Eds.), Handbook on Reading (463-478). Oxford University Press.

Goldman, S., Snow, C. E., & Vaughn, S. (2016). Common themes in teaching reading for understanding: Lessons from three projects. Journal of Adolescent and Adult Literacy. doi: 10.1002/jaal.586

LaRusso, M., Kim, H. Y., Selman, R., Uccelli, P., Dawson, T., Jones, S., . . . Snow, C. (2016). Contributions of academic language, perspective taking, and complex reasoning to deep reading comprehension. Journal of Research on Educational Effectiveness, 9(2), 201-222.

Snow, C.E. (2018). Simple and not-so-simple views of reading.  Remedial and Special Education, 39, 313-316.  doi:10.1177/0741932518770288

 

CLASSROOM DISCOURSE

Duhaylongsod, L. (2017). Classroom Debates in Middle School Social Studies: Moving from Personal Attacks to Evidence and Reasoning. Middle Grades Research, 11(2), 99-115.

Elizabeth, T., Anderson, T., Snow, C. E., & Selman, R. (2012). Academic discussions: An analysis of instructional discourse and an argument for an integrative assessment framework. American Education Research Journal, 49(6): 1214-1250. doi: 10.3102/0002831212456066

O’Connor, C., & Snow, C. E. (2017). Classroom discourse: What do we need to know for research and for practice? In M. Schober, A. Britt, & D. N. Rapp, (Eds.) The Routledge Handbook of Discourse Processes, 2nd Edition. New York, NY: Routledge

Dissertations

Al-Adeimi, S. (2018). Talking to learn: Investigating the relationship between classroom discussion and persuasive writing (Doctoral dissertation). Harvard University, Cambridge.

Duhaylongsod, L. J. (2016). Promoting Argumentation Skills in Urban Middle Schools: Studies of Teachers and Students Using a Debate-Based Social Studies Curriculum (Doctoral dissertation). Harvard University, Cambridge.

Hsiao, L. (2015). Moving the discussion forward through surprises and dilemmas: Teacher learning in academic discussion (Doctoral dissertation). Harvard University, Cambridge.

PERSPECTIVE TAKING / SPTAM

Diazgranados, S., Selman, R. L., & Dionne, M. (2016). Acts of social perspective taking: A functional construct and the validation of a performance measure for early adolescents. Social Development, 25(3), 572-601.

Hsin, L., & Snow, C. (2017). Social perspective taking: A benefit of bilingualism in academic writing. Reading and Writing, 30(6), 1193-1214. doi:10.1007/s11145-016-9718-9

Kim, H. Y., Larusso, M. D., Hsin, L. B., Harbaugh, A. G., Selman, R. L., & Snow, C. E. (2018). Social perspective-taking performance: Construct, measurement, and relations with academic performance and engagement. Journal of Applied Developmental Psychology, 57, 24-41. doi:10.1016/j.appdev.2018.05.005

*For a full list of publications for Word Generation, please see wordgen.serpmedia.org