PAPERS RELATED TO WORD GENERATION

  • General

    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.

    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, E. J., & Snow, C. E. (2016). The poor get richer: Heterogeneity in the efficacy of a school-level intervention for academic language. Journal of Research on Educational Effectiveness. http://dx.doi.org/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.

  • Argumentative Writing

    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.

    Surrain, S., Duhaylongsod, L., Selman, R., & Snow, C. E. (in press). Using narrative thinking in argumentative writing. In E. Veneziano & A. Nicolopoulou (Eds.), Narrative, literacy and other skills: Studies in intervention. Philadelphia, PA: John Benjamins.

  • Engagement

    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. (in press). 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 Publishing.

  • English Language Learners

    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. (2016). Defying expectations: Vocabulary growth trajectories of high performing language minority students. Reading and Writing, 1-28. Retrieved from http://rdcu.be/lMgB

    Hwang, J. K., Lawrence, J. F., Snow, C. E., & Collins, P. (in press). Vocabulary and reading performances of reclassified fluent English proficient students. TESOL Quarterly.

    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.

  • Social Studies

    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.

     

OTHER SERP RELATED PUBLICATIONS THAT MAY BE OF INTEREST

  • Academic Language / Core Academic Language Skills (CALS) Assessment

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

    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., & 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.

  • Classroom Discourse

    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

    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. & Snow, C. (2010). Oral discourse and reading. In M. Kamil, P. D. Pearson, E. Moje, & P. Afflerbach (Eds.), Handbook of Reading Research, Volume IV (Chapter 14). New York: Routledge.

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

    Dissertations:

    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 / The Social Perspective Taking Acts Measure (SPTAM)

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

    Hsin, L., & Snow, C. E. (in press). From theory of mind to social perspective-taking: A benefit of bilingualism in academic writing. Reading and Writing.

The WordGen TeamDevelopment of Word Generation was led by Catherine Snow (Harvard University) through a SERP collaboration with the Boston Public Schools and other districts in Massachusetts and Maryland. Support for Word Generation was provided by the Carnegie Corporation of New York, the William and Flora Hewlett Foundation, the Noyce Foundation, the Spencer Foundation, the Leon Lowenstein Foundation and the Institute of Education Sciences, U.S. Department of Education through grant numbers R305A090555 and R305F100026. The information provided does not represent views of the funders.
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Word Generation by SERP is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
The WordGen TeamDevelopment of Word Generation was led by Catherine Snow (Harvard University) through a SERP collaboration with the Boston Public Schools and other districts in Massachusetts and Maryland. Support for Word Generation was provided by the Carnegie Corporation of New York, the William and Flora Hewlett Foundation, the Noyce Foundation, the Spencer Foundation, the Leon Lowenstein Foundation and the Institute of Education Sciences, U.S. Department of Education through grant numbers R305A090555 and R305F100026. The information provided does not represent views of the funders.