Citations (16)
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Jia Li, Linying Ji & Qizhen Deng. (2023) The heterogeneous and transfer effects of a texting-based intervention on enhancing university English learners’ vocabulary knowledge. Computer Assisted Language Learning 36:1-2, pages 52-80.
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Ha Yeon Kim, Lisa B. Hsin & Catherine E. Snow. (2021) 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 24:7, pages 1024-1042.
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Dianna Townsend, Ana Taboada Barber, Hannah Carter & Rachel Salas. (2020) More Than Words: Older Adolescents’ Linguistic Resources in the Context of Disciplinary Achievement and Academic Risk. Reading Psychology 41:8, pages 778-802.
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Stephanie M. Jones, Maria LaRusso, James Kim, Ha Yeon Kim, Robert Selman, Paola Uccelli, Sophie P. Barnes, Suzanne Donovan & Catherine Snow. (2019) Experimental Effects of Word Generation on Vocabulary, Academic Language, Perspective Taking, and Reading Comprehension in High-Poverty Schools. Journal of Research on Educational Effectiveness 12:3, pages 448-483.
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Joshua F. Lawrence, David Francis, Juliana Paré-Blagoev & Catherine E. Snow. (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, pages 767-793.
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Dianna Townsend, Donald Bear, Shane Templeton & Amy Burton. (2016) The Implications of Adolescents’ Academic Word Knowledge for Achievement and Instruction. Reading Psychology 37:8, pages 1119-1148.
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Articles from other publishers (10)
Lisa B. Hsin, Luke Miratrix, Ha Yeon Kim, Maria D. LaRusso & Catherine E. Snow. (2023) Predictable Variation in the Implementation of a Curricular Intervention—and Why it Matters. The Elementary School Journal 124:1, pages 1-30.
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Hanne Naess Hjetland, Hilde Hofslundsengen, Marianne Klem, Jannicke Karlsen, Åste M Hagen, Liv Inger Engevik, Esther Geva, Courtenay Norbury, May-Britt Monsrud & Kari-Anne B Naess. (2023) Vocabulary interventions for second language (L2) learners up to six years of age. Cochrane Database of Systematic Reviews 2023:8.
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Hsuan-Hui Wang, Elizabeth Swanson & Sharon Vaughn. (2022) Understanding the Role of Academic Vocabulary in Content Acquisition for Middle School Students With and Without Disabilities. The Journal of Special Education 57:1, pages 3-12.
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M. Suzanne Donovan, Catherine E. Snow & Allie Huyghe. (2021) Differentiating Research-Practice Partnerships: Affordances, Constraints, Criteria, and Strategies for Achieving Success. Studies in Educational Evaluation 71, pages 101083.
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Hanne Naess Hjetland, Hilde Hofslundsengen, Marianne Klem, Jannicke Karlsen, Åste M Hagen, Liv Inger Engevik, Esther Geva, Courtenay Norbury, May-Britt Monsrud & Kari-Anne Bottegaard Naess. (2021) Vocabulary interventions for second language (L2) learners up to six years. Cochrane Database of Systematic Reviews 2021:9.
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Amy M. Elleman, Eric L. Oslund, Natalie M. Griffin & Katie E. Myers. (2019) A Review of Middle School Vocabulary Interventions: Five Research-Based Recommendations for Practice. Language, Speech, and Hearing Services in Schools 50:4, pages 477-492.
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Michael R. Dougherty & Alison Robey. (2018) Neuroscience and Education: A Bridge Astray?. Current Directions in Psychological Science 27:6, pages 401-406.
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Laura M. Justice, Hui Jiang, Jessica A. Logan & Mary Beth Schmitt. (2017) Predictors of Language Gains Among School-Age Children With Language Impairment in the Public Schools. Journal of Speech, Language, and Hearing Research 60:6, pages 1590-1605.
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Susan R. Goldman, Catherine Snow & Sharon Vaughn. (2016) Common Themes in Teaching Reading for Understanding: Lessons From Three Projects. Journal of Adolescent & Adult Literacy 60:3, pages 255-264.
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Kristen D. Beach, Victoria Sanchez, Lindsay J. Flynn & Rollanda E. O’Connor. (2015) Teaching Academic Vocabulary to Adolescents With Learning Disabilities. TEACHING Exceptional Children 48:1, pages 36-44.
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