Papers Related to Word Generation

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.

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.

Lawrence, J. F., Crosson, A. C., Paré-Blagoev, E. J., & Snow, C. E. (2015). Word Generation randomized trial: Discussion mediates the impact of program treatment on academic word learning. American Educational Research Journal, 52(4), 750-786. http://doi.org/10.3102/0002831215579485

Lawrence, J. F., Francis, D., Paré-Blagoev, J., & Snow, C. E. (2017). The Poor Get Richer: Heterogeneity in the Efficacy of a School-Level Intervention for Academic Language. Journal of Research on Educational Effectiveness, 10(4), 767-793. doi:10.1080/19345747.2016.1237596

Lawrence, J. F., Rolland, R. G., Branum-Martin, L., & Snow, C. E. (2014). Generating vocabulary knowledge for at-risk middle school readers: Contrasting program effects and growth trajectories. Journal of Education for Students Placed at Risk (JESPAR), 19(2), 76-97.

Lawrence, J. F., White, C., & Snow, C. E. (2010). The words students need. Educational Leadership, 68(2), 22-26.

Lin, A. R., Lawrence, J. F., & Snow, C. E. (2015). Teaching urban youth about controversial issues: Pathways to becoming active and informed citizens. Citizenship, Social and Economics Education, 14(2), 103-119.

Lin, A. R., Lawrence, J. F., Snow, C. E., & Taylor, K. S. (2016). Assessing adolescents’ communicative self-efficacy to discuss controversial issues: Findings from a randomized study of the Word Generation program. Theory & Research in Social Education, 44(3), 316-343.

Snow, C. E., & Lawrence, J. F. (2011). Word Generation in Boston Public Schools: Natural history of a literacy intervention. The Senior Urban Education Research Fellowship Series. Volume III. Council of the Great City Schools.

Snow, C. E., Lawrence, J. F., & White, C. (2009). Generating knowledge of academic language among urban middle school students. Journal of Research on Educational Effectiveness, 2(4), 325-344.

Snow, C. E., & White, C. (2013). Two challenges: Teaching academic language and working productively with schools. In N. L. Stein & S. Raudenbush (Eds.), Developmental Cognitive Science Goes to School. Routledge.

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.

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. & Uccelli, P. (2014).  Más allá de la narrativa:  Aprendiendo otros discursos necesarios para la escuela. In R. Barriga Villanueva (Ed.), Las Narrativas y su Impacto en el Desarrollo Lingüístico Infantil (pp. 749-763).  Mexico City: El Colegio de Mexico.

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.

Taylor, K. S., Lawrence, J. F., Connor, C. M., & Snow, C. E. (2018). Cognitive and linguistic features of adolescent argumentative writing: Do connectives signal more complex reasoning? Reading and Writing, 1-25. doi:10.1007/s11145-018-9898-6.

Lin, A. R., Lawrence, J. F., & Snow, C. E. (2015). Teaching urban youth about controversial issues: Pathways to becoming active and informed citizens. Citizenship, Social and Economics Education, 14(2), 103-119.

Lin, A. R., Lawrence, J. F., Snow, C. E., & Taylor, K. S. (2016). Assessing adolescents’ communicative self-efficacy to discuss controversial issues: Findings from a randomized study of the Word Generation program. Theory & Research in Social Education, 44(3), 316-343.

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.

Hwang, J. K., Lawrence, J. F., Mo, E., & Snow, C. E. (2014). Differential effects of a systematic vocabulary intervention on adolescent language minority students with varying levels of English proficiency. International Journal of Bilingualism, 19(3), 314–332. http://doi.org/10.1177/1367006914521698

Hwang, J. K., Lawrence, J. F., & Snow, C. E. (2017). Defying expectations: Vocabulary growth trajectories of high performing language minority students. Reading and Writing, 30(4), 829-856. doi:10.1007/s11145-016-9703-3

Hwang, J. K., Lawrence, J. F., Collins, P., & Snow, C. (2017). Vocabulary and Reading Performances of Redesignated Fluent English Proficient Students. TESOL Quarterly, 51(4), 757-786. doi:10.1002/tesq.346

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

Lawrence, J. F., Capotosto, L., Branum-Martin, L., White, C., & Snow, C. E. (2012). Language proficiency, home-language status, and English vocabulary development: A longitudinal follow-up of the Word Generation program. Bilingualism: Language and Cognition, 15(03), 437-451.

Lawrence, J. F., Michener, C., Snow, C., & White, C. (2009). Supporting vocabulary development of ELLs with the Word Generation program. In Department of Applied Foreign Languages, National Taiwan University of Science and Technology (Ed.), The Proceedings of the 2009 International Conference on Applied Linguistics and Language Teaching. Taipei, Taiwan: Crane. ISBN: 978-986-147-307-9

Lawrence, J. F., White, C., & Snow, C. E. (2011). Improving reading across subject areas with Word Generation. CREATE Brief. Center for Research on the Educational Achievement and Teaching of English Language Learners.

Mancilla-Martinez, J. (2010). Word meanings matter: Cultivating English vocabulary knowledge in fifth-grade Spanish-speaking language minority learners. TESOL Quarterly, 669-699.

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.

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.