WorldCat Identities

Snow, Catherine E.

Overview
Works: 123 works in 459 publications in 3 languages and 23,002 library holdings
Genres: Conference papers and proceedings  Case studies  Abstracts  Longitudinal studies 
Roles: Author, Editor, Other, Author of introduction, Contributor
Classifications: P118, 372.1
Publication Timeline
.
Most widely held works by Catherine E Snow
Starting out right : a guide to promoting children's reading success by M. Susan Burns( Book )

21 editions published between 1998 and 2005 in English and Spanish and held by 1,644 WorldCat member libraries worldwide

Presents practical guidelines, program descriptions, advice on resources, and strategies that can be used by parents and caregivers to provide children, from birth through the first years of formal training, with a solid basis upon which to build reading skills
Preventing reading difficulties in young children by Committee on the Prevention of Reading Difficulties in Young Children( Book )

25 editions published between 1997 and 2003 in English and Undetermined and held by 1,072 WorldCat member libraries worldwide

"This book explores how to prevent reading difficulties in the context of social, historical, cultural, and biological factors." "Contrasting the impaired progress of children with reading difficulties with so-called normal progress, this book examines the factors that put children at risk of poor reading. It explores in detail how to foster literacy from birth through kindergarten and the primary grades, including the evaluation of philosophies, systems, and materials commonly used to teach reading."--Jacket
Talking to children : language input and acquisition : papers from a conference sponsored by the Committee on Sociolinguistics of the Social Science Research Council (USA) by Catherine E Snow( Book )

36 editions published between 1977 and 1979 in English and held by 876 WorldCat member libraries worldwide

Knowledge to support the teaching of reading : preparing teachers for a changing world by Catherine E Snow( Book )

8 editions published between 2005 and 2007 in English and held by 745 WorldCat member libraries worldwide

"It is generally accepted that reading with comprehension is key to success in all academic domains. This means that every teacher must be able to help students deepen their reading and writing skills. What is the core knowledge base teachers need for this task? Knowledge to Support the Teaching of Reading offers a definitive guide to reading and literacy preparation in teacher education and professional development."--Jacket
Unfulfilled expectations : home and school influences on literacy by Catherine E Snow( Book )

14 editions published between 1990 and 2000 in English and German and held by 663 WorldCat member libraries worldwide

This book presents a study of the ways in which home and school experiences affect the literacy achievement of a group of elementary school children from low-income families. Chapter 1 describes how the study differs from other literacy research. Chapter 2 describes the community where the research took place, some of the families studied, and the schools their children attended. Chapter 3 describes the data collection methods, the demographics of the subject sample, and the structure of quantitative analysis. Chapter 4 assesses the "family as educator" model for home influences. Chapter 5 assesses the resilient family model that was found to be related to children's writing. Chapter 6 presents the "parent-school partnership model" and reports on the many ways in which schools and families make contact with each other and how these contacts affect children's achievement. Chapter 7 focuses on reading comprehension, home and school determinants of reading comprehension status, and the relative importance of home versus school factors in predicting gains in reading comprehension. Chapter 8 summarizes the major findings and conclusions. Chapter 9 follows up on many of the children in the study 4 years later. Appendixes containing additional data and study instruments, acknowledgements, and 188 references are included. (Jb)
Literacy and motivation : reading engagement in individuals and groups by Ludo Th Verhoeven( Book )

13 editions published in 2001 in English and held by 515 WorldCat member libraries worldwide

Focuses on how to create a society of "engaged readers"--Readers who are socially interactive, strategic, and motivated. Provides a state-of-the-art review of research on promoting reading in relation to reading instruction
Rethinking reading comprehension( Book )

8 editions published in 2003 in English and held by 454 WorldCat member libraries worldwide

This practical book grows out of a recent report written by the RAND Reading Study Group (RRSG), which proposed a national research agenda in the area of reading comprehension. Here, RRSG members have expanded on their findings and translated them into clear recommendations to inform practice. Teachers gain the latest knowledge about how students learn to comprehend texts and what can be done to improve the quality of instruction in this essential domain. From leading literacy scholars, the book explains research-based ways to: * Plan effective instruction for students at all grade levels * Meet the comprehension needs of English language learners * Promote adolescents' comprehension of subject-area texts * Understand the complexities of comprehension assessment and * Get optimal benefits from instructional technologies Table of contents: * Reading for Comprehension (Snow and Sweet) * Comprehension Instruction: Adolescents and Their Multiple Literacies (Alvermann and Eakle) * The Reading Comprehension Development and Instruction of English-Language Learners (García) * Individual Differences as Sources of Variability in Reading Comprehension in Elementary School Children (Vellutino) * What Do Readers Need to Learn in Order to Process Coherence Relations in Narrative and Expository Text? (Graesser, McNamara, and Louwerse) * Collaborative Approaches to Comprehension Instruction (Palincsar) * Concept-Oriented Reading Instruction: Practices of Teaching Reading for Understanding (Guthrie) * Taking Charge of Reader, Text, Activity, and Context Variables (Gaskins) * Electronic and Multimedia Documents (Kim and Kamil) * Professional Development in Reading Comprehension Instruction (Dole) * Assessment of Reading Comprehension: Researchers and Practitioners Helping Themselves and Each Other (Snow) * A Research Program for Improving Reading Comprehension: A Glimpse of Studies Whose Findings Will Aid the Classroom Teacher in the Future (Sweet)
The development of communication by Natalie Waterson( Book )

16 editions published between 1976 and 1979 in English and Undetermined and held by 410 WorldCat member libraries worldwide

Reading for understanding : toward an R & D program in reading comprehension by Catherine E Snow( Book )

17 editions published between 2000 and 2002 in English and Undetermined and held by 400 WorldCat member libraries worldwide

In fall 1999, the Department of Education's Office of Educational Research and Improvement (OERI) asked RAND to examine how OERI might improve the quality and relevance of the education research it funds. The RAND Reading Study Group (RRSG) was charged with developing a research framework to address the most pressing issues in literacy. RRSG focused on reading comprehension wherein the highest priorities for research are: (1) Instruction: How can we best promote the development of proficient reading and prevent reading comprehension difficulties? (2) Teacher preparation and professional development: How can we prepare teachers to deliver effective comprehension instruction? (3) Assessment: How can we develop an assessment system for reading comprehension that includes the design of valid and reliable measures of self-regulated, strategic reading that are sensitive to instructional interventions? RRSG concluded that the research infrastructure must: (a) obtain long-term funding that is sustained across administrations and political constituencies; (b) acquire intellectual leadership that endures over a substantial time frame and is insulated from political forces; (c) synthesize knowledge across the various research initiatives in systematic ways; (d) enlist a cadre of well-trained investigators; and, (e) fund research that is rigorous and of high quality
Early childhood assessment : why, what, and how by Catherine E Snow( Book )

11 editions published in 2008 in English and held by 338 WorldCat member libraries worldwide

Talking to adults : the contribution of multiparty discourse to language aquisition by Shoshana Blum-Kulka( Book )

12 editions published in 2002 in English and held by 301 WorldCat member libraries worldwide

This volume provides a comprehensive and in-depth analysis of the contribution of multiparty intergenerational talk in a variety of cultures to the development of children's communicative capacities. The book focuses on the complexity of the cultural and interactional contexts in which pragmatic learning occurs and re-examines certain assumptions implicit in research on language socialization to date, such as primacy of dyadic interactions in the early ages and the presupposition of a monolingual social matrix. One of the aims of the book is to demonstrate the degree of cultural diversity in
Is literacy enough? : pathways to academic success for adolescents( Book )

4 editions published in 2007 in English and held by 284 WorldCat member libraries worldwide

"While strong early literacy skills are important, they aren't enough to ensure a student's later reading and academic success. Four literacy experts investigate the reasons in this book - and demonstrate why schools need to go beyond K - 3 literacy to help adolescents reach their full potential. Following a group of children from low-income families from preschool through high school, the authors charted the students' outcomes using test data reflecting language and literacy skills; self-report data reflecting motivation and engagement in school; and interviews with students, teachers, and parents. Through the sobering discoveries made during this study, educators, administrators, researchers, and reading specialists will discover the critical influence of both protective factors and risk factors."--BOOK JACKET
Pragmatic development by Anat Ninio( Book )

12 editions published in 1996 in English and Undetermined and held by 255 WorldCat member libraries worldwide

Handbook of research in language development using CHILDES by Jeffrey L Sokolov( Book )

13 editions published in 1994 in English and held by 248 WorldCat member libraries worldwide

Strategic education research partnership by National Research Council (U.S.)( Book )

9 editions published between 2003 and 2007 in English and held by 246 WorldCat member libraries worldwide

Envision a cadre of leading scientists and practitioners working collaboratively on a highly focused program of education research that is tightly coupled with practice. Much of the research is carried out in school settings. Research influences educational practice, and the outcomes in practice inform further research efforts. The Strategic Education Research Partnership (SERP) is designed to make this vision a reality. It proposes a large-scale, coherent program of research and development that would put the problems of educational practice at its center, and focus on all stages necessary to influence practice. These include theory testing, the development and evaluation of instructional programs, the study of practice in context, and attention to taking innovations to scale
What teachers need to know about language by Lily Wong Fillmore( Book )

6 editions published between 2000 and 2002 in English and held by 238 WorldCat member libraries worldwide

Today's teachers need access to a wide range of information to function in the classroom. They need a thorough understanding of how language figures in education, and for that reason they must receive systematic and intensive preparation in educational linguistics. A thorough grounding in linguistics would support teachers' undertakings overall, and in particular in teaching literacy skills and working with English language learners. If approached coherently, such preparation would also cover many of the desired teacher competencies, relating to skills in assessing children, in individualizing instruction, and in respecting diversity. This paper lays out a rationale for why current and prospective teachers need to know more about language, and what specific sorts of knowledge they need. Requisite knowledge about oral language, oral language used in formal and academic contexts, and written language is discussed. In the final section, courses are suggested that teacher preparation programs should offer to teacher candidates. This course list may also be seen as specifying aspects of an integrated, in-depth professional development program for inservice teachers. A glossary is appended. (Contains 53 references.) (Kft)
Achieving high educational standards for all : conference summary by National Research Council (U.S.)( Book )

12 editions published in 2002 in English and held by 236 WorldCat member libraries worldwide

This volume summarizes a range of scientific perspectives on the important goal of achieving high educational standards for all students. Based on a conference held at the request of the U.S. Department of Education, it addresses three questions: What progress has been made in advancing the education of minority and disadvantaged students since the historic Brown v. Board of Education decision nearly 50 years ago? What does research say about the reasons of successes and failures? What are some of the strategies and practices that hold the promise of producing continued improvements? The volume draws on the conclusions of a number of important recent NRC reports, including How People Learn, Preventing Reading Difficulties in Young Children, Eager to Learn, and From Neurons to Neighborhoods, among others. It includes an overview of the conference presentations and discussions, the perspectives of the two co-moderators, and a set of background papers on more detailed issues
Science literacy : concepts, contexts, and consequences by Engineering, and Medicine (U.S.) National Academies of Sciences( Book )

3 editions published in 2016 in English and held by 32 WorldCat member libraries worldwide

Science is a way of knowing about the world. At once a process, a product, and an institution, science enables people to both engage in the construction of new knowledge as well as use information to achieve desired ends. Access to science--whether using knowledge or creating it--necessitates some level of familiarity with the enterprise and practice of science: we refer to this as science literacy. Science literacy is desirable not only for individuals, but also for the health and well- being of communities and society. More than just basic knowledge of science facts, contemporary definitions of science literacy have expanded to include understandings of scientific processes and practices, familiarity with how science and scientists work, a capacity to weigh and evaluate the products of science, and an ability to engage in civic decisions about the value of science. Although science literacy has traditionally been seen as the responsibility of individuals, individuals are nested within communities that are nested within societies--and, as a result, individual science literacy is limited or enhanced by the circumstances of that nesting. Science Literacy studies the role of science literacy in public support of science. This report synthesizes the available research literature on science literacy, makes recommendations on the need to improve the understanding of science and scientific research in the United States, and considers the relationship between scientific literacy and support for and use of science and research
The acquisition of Dutch by S Gillis( )

1 edition published in 1998 in English and held by 0 WorldCat member libraries worldwide

In the present-day context of cross-linguistic perspectives on language acquisition, The Acquisition of Dutch offers a much needed overview of the wealth of Dutch child language research that was hitherto lacking. Its comprehensive coverage in terms of topics, its many new theoretical contributions and its focus on providing a solid basis for cross-linguistic comparisons will be of interest to linguists and psycholinguists studying child language everywhere. The volume consists of four thematic chapters preceded by an introductory overview. The thematic chapters cover early speech development i
 
moreShow More Titles
fewerShow Fewer Titles
Audience Level
0
Audience Level
1
  Kids General Special  
Audience level: 0.26 (from 0.03 for The acquis ... to 0.62 for The develo ...)

Starting out right : a guide to promoting children's reading success
Alternative Names
Catherine E. Snow Amerikaans pyschologe

Snow, C.E.

Snow, C. E. (Catherine E.)

Snow, Catherine.

Snow, Catherine 1945-

Snow, Catherine Elisabeth

Snow, Catherine Elizabeth 1945-

کاترین ئی. اسنو

스노우, 캐서린, E

Languages
English (232)

Spanish (4)

German (1)

Covers
Preventing reading difficulties in young childrenKnowledge to support the teaching of reading : preparing teachers for a changing worldUnfulfilled expectations : home and school influences on literacyLiteracy and motivation : reading engagement in individuals and groupsRethinking reading comprehensionReading for understanding : toward an R & D program in reading comprehensionEarly childhood assessment : why, what, and howTalking to adults : the contribution of multiparty discourse to language aquisition