Catherine Snow

Biographic Data

ID3843236
NAMECatherine Snow
GIVEN NAMESCatherine
FAMILY NAMESnow
SIGNATURESNOW C
AFFILIATIONSHarvard Graduate School of Education
VERIFIEDNo
TOTAL WORKS33
TOTAL CITATIONS32
WORKS AS AUTHOR33
WORKS AS EDITOR0
FIRST PUBLICATION YEAR1979
LATEST PUBLICATION YEAR2026
H-INDEX4

  • Improving writing without teaching it

    Open AccessLisa Hsin, Lisa B Hsin et al.ARTICLEReading and Writing2026

  • Enhancing Phonological Awareness in First and Second Language by Jyutping Training

    Open AccessJuan Zhang, Catherine Snow et al.ARTICLEJournal of Child Language2026

    Although a phonology-based coding system (i.e. Pinyin) is universally taught to beginning readers in mainland China, in Macau no such system is taught to children learning Cantonese. To examine whether providing such a system to Cantonese-speaking children is beneficial for reading development in both first (Cantonese) and second (English) language, the present study first attempted to implement a Cantonese phonology-based coding system (i.e. Jyu…

  • Teacher-student racial-ethnic match and kindergarteners’ academic and cognitive and executive function gains

    Open AccessEmily Yerington, Christina Weiland et al.ARTICLEEarly Childhood Research Quarterly2026References: 6

  • When time is relative

    Open AccessPaola Guerrero Rosada, Christina Weiland et al.ARTICLEEarly Childhood Research Quarterly2026

  • Moving Beyond Point in Time Estimates

    Open AccessMeghan P Mccormick, Emily Hanno et al.ARTICLEChild Development2025References: 48

    This study examines associations between enrollment in high-quality PreK and growth in children's (N = 422; Mage = 5.63 years; 47% female; 15% Asian, 19% Black, 30% White, 31% Hispanic; 5% other or mixed race) academic, executive functioning, and social–emotional skills across kindergarten (2017–2018) and first grade (2018–2019). Associations between PreK enrollment and language and math skills were sustained through first grade. More convergence…

  • Scaling high quality

    Open AccessChristina Weiland, Paola Guerrero-Rosada et al.ARTICLEEarly Childhood Research Quarterly2025References: 4

  • Off-Task Behavior as a Measure of In-Classroom Executive Function Skills? Evidence for Construct Validity and Contributions to Gains in Prekindergartners’ Academic Achievement

    Lillie Moffett, Christina Weiland et al.ARTICLEEarly Education and Development2024

    Research Findings: Prior research has demonstrated the importance of young children’s executive functioning (EF) skills for their success in schooling and beyond. However, the field lacks an understanding of how children’s EF skills manifest in context. In the present study, we relate children’s classroom off-task behavior to their EF skills. Prekindergarten children (N=263) were first assessed on their EF skills via direct assessments and a teac…

  • Enrollment in Pre-K and children's social-emotional and executive functioning skills

    Open AccessLillie Moffett, Amanda Weissman et al.ARTICLEJournal of Educational Psychology2023

  • Instructional alignment is associated with PreK persistence

    Open AccessMeghan P Mccormick, Cullen MacDowell et al.ARTICLEEarly Childhood Research Quarterly2023Cited by: 2References: 10

  • Learning experiences vary across young children in the same classroom

    Open AccessChristina Weiland, Lillie Moffett et al.ARTICLEEarly Childhood Research Quarterly2023Cited by: 2References: 9

  • Is Skill Type the Key to the PreK Fadeout Puzzle? Differential Associations Between Enrollment in PreK and Constrained and Unconstrained Skills Across Kindergarten

    Open AccessMeghan Mccormick, Christina Weiland et al.ARTICLEChild Development2021

    This study examines whether associations between enrollment in public and non-public PreK and children’s (N = 508; Mage = 5.60 years in fall of kindergarten) math and language and literacy outcomes were more likely to be sustained through the spring of kindergarten for unconstrained versus constrained skills. Associations between public PreK and language, literacy, and math outcomes were more strongly sustained through the spring of kindergarten …

  • Can Center-Based Care Reduce Summer Slowdown Prior to Kindergarten? Exploring Variation by Family Income, Race/Ethnicity, and Dual Language Learner Status

    Open AccessMeghan P Mccormick, Mirjana Pralica et al.ARTICLEAmerican Educational Research…2021Cited by: 1References: 69

    This study examines growth in language and math skills during the summer before kindergarten; considers variation by family income, race/ethnicity, and dual language learner status; and tests whether summer center-based care sustains preschool gains. Growth in skills slowed during summer for all children, but the patterns varied by domain and group. Non-White and dual language learner students showed the largest drop-off in language skills during…

  • Null relations between CLASS scores and gains in children’s language, math, and executive function skills

    Open AccessPaola Guerrero-Rosada, Christina Weiland et al.ARTICLEEarly Childhood Research Quarterly2020Cited by: 6References: 15

  • Promoting content-enriched alignment across the early grades

    Open AccessMeghan P Mccormick, Christina Weiland et al.ARTICLEEarly Childhood Research Quarterly2019Cited by: 5References: 4

  • Vocabulary and Reading Performances of Redesignated Fluent English Proficient Students

    Open AccessJin Kyoung Hwang, Joshua Fahey Lawrence et al.ARTICLETESOL Quarterly2017References: 34

    In this article, the researchers examined general vocabulary, academic vocabulary, and reading comprehension growth trajectories of adolescent redesignated fluent English proficient ( RFEP ) students using individual growth modeling analysis. The sample included 1,226 sixth‐ to eighth‐grade RFEP students from six middle schools in an urban school district in California. Students completed up to four waves of reading‐related measures during a 2‐ye…

  • Implementation Challenges for Tier One and Tier Two School-Based Programs for Early Adolescents

    Open AccessMaria D LaRusso, Suzanne Donovan et al.ARTICLENew Directions for Child and…2016

    This mixed-method study examined the implementation and the challenges to implementation for participants in randomized controlled trials of two school-based programs for early adolescents: the Tier One Word Generation (WG) program, and the Tier Two Strategic Adolescent Reading Intervention (STARI). Levels of implementation for WG and STARI varied substantially across teachers and classrooms, with mean levels of 40% for fourth- and fifth-grade WG…

  • Common Themes in Teaching Reading for Understanding

    Open AccessSusan R Goldman, Catherine E Snow et al.ARTICLEJournal of Adolescent & Adult…2016

    This article reflects a metaview of the work of the three research projects funded through the Institute for Education Sciences under the Reading for Understanding competition that addressed middle‐grade through high school readers (grades 4–12). All three projects shared the assumption that instruction is necessary for successful reading to learn just as it is for learning to read. Through multiple studies conducted independently, the three proj…

  • Teacher–Child Interactions in Chile and Their Associations With Prekindergarten Outcomes

    Open AccessDiana Leyva, Christina Weiland et al.ARTICLEChild Development2015

    Quality of teacher–child interactions is central to prekindergarten children's learning. In the United States, the quality of teacher–child interactions is commonly assessed using the teaching through interactions conceptual framework and an associ/ated observational tool, the Classroom Assessment Scoring System (CLASS). This study examined: (a) whether there was evidence supporting three distinctive domains of teacher–child interactions in Chile…

  • The role of home literacy and language environment on bilinguals' English and Spanish vocabulary development

    Open AccessElisabeth Duursma, Silvia Romero Contrera et al.ARTICLEApplied Psycholinguistics2007

    For the monolingual population, research has shown that vocabulary knowledge is closely related to reading achievement. However, the role of vocabulary has not been studied as extensively in the bilingual population. It is important to look at vocabulary to better understand reading achievement in the bilingual population in the United States. This study investigated the predictors of Spanish and English vocabulary for 96 fifth-grade Latino Engli…

  • The intriguing role of spanish language vocabulary knowledge in predicting English reading comprehension.

    Chris Proctor, C Patrick Proctor et al.ARTICLEJournal of Educational Psychology2006

    This study explored a holistic model of English reading comprehension among a sample of 135 Spanish-English bilingual Latina and Latino 4th-grade students This model took into account Spanish language reading skills and language of initial literacy instruction. Controlling for language of instruction, English decoding skill, and English oral language proficiency, the authors explored the effects of Spanish language alphabetic knowledge, fluency, …

  • Native Spanish-Speaking Children Reading in English

    Chris Proctor, C Patrick Proctor et al.ARTICLEJournal of Educational Psychology2005

    A structural equation model of second language (L2; English) reading comprehension was tested on a sample of 135 Spanish-speaking 4th-grade English-language learners (ELLs). The model included 2 levels: decoding and oral language. English decoding measures included alphabetic knowledge and fluency. English oral language measures included vocabulary knowledge and listening comprehension. The model had reasonable goodness of fit. Decoding skills pl…

  • The Critical Role of Vocabulary Development for English Language Learners

    Open AccessDiane August, Maria Carlo et al.ARTICLELearning Disabilities Research &…2005

    English language learners (ELLs) who experience slow vocabulary development are less able to comprehend text at grade level than their English-only peers. Such students are likely to perform poorly on assessments in these areas and are at risk of being diagnosed as learning disabled. In this article, we review the research on methods to develop the vocabulary knowledge of ELLs and present lessons learned from the research concerning effective ins…

  • Learning to Read in an L2

    Catherine E Snow, Catherine SnowARTICLETESOL Quarterly2001

  • Pragmatic Development

    Michael R Perkins, Anat Ninio et al.ARTICLELanguage1998

  • The wheat and the chaff

    Open AccessBrian Macwhinney, Catherine E Snow et al.ARTICLEJournal of Child Language1992

    Edwards (1992) presents a set of examples from the Child Language Data Exchange System (CHILDES) as prototypes of bad transcription practice. Her discussion is based upon four basic confusions. First, Edwards confuses old and discarded versions of CHAT with current CHAT. Second, she confuses the relation between CHAT standards with the implementation of these standards during the process of reformatting older corpora. Third, she confuses transcri…