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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Page: 1 2 3 4 5...12 Hits 1 – 20 of 228 1 Dual Language Learners in Transition from Home to School: The Role of Parental Attitudes and Home Language Practices in Bilingual Development Surrain, Sarah Huckabay. - 2021 BASE Show details 2 Understanding the Role of the Home Environment in Chinese Preschoolers’ Language Development Wei, Ran. - 2021 BASE Show details 3 Beginning to read in Vietnamese: kindergarten precursors to first grade fluency and reading comprehension [<Journal>] Pham, Giang T. [Verfasser]; Snow, Catherine E. [Verfasser] DNB Subject Category Language Show details 4 From Indigenous Elders’ Stories to a Critical Thinking Curriculum: a Discussion-Based Literacy Intervention Using Indigenous Students’ Cultural Narratives Nyeu, Maung Ting. - 2020 BASE Show details 5 Cognitive and linguistic features of adolescent argumentative writing: Do connectives signal more complex reasoning? Taylor, Karen S; Lawrence, Joshua F; Connor, Carol M... In: Taylor, Karen S; Lawrence, Joshua F; Connor, Carol M; & Snow, Catherine E. (2019). Cognitive and linguistic features of adolescent argumentative writing: Do connectives signal more complex reasoning?. Reading and Writing, 32(4), 983 - 1007. doi:10.1007/s11145-018-9898-6. UC Office of the President: Research Grants Program Office (RGPO). Retrieved from: http://www.escholarship.org/uc/item/6414z5pr (2019) BASE Show details 6 Cognitive and linguistic features of adolescent argumentative writing: Do connectives signal more complex reasoning? Taylor, Karen S; Lawrence, Joshua F; Connor, Carol M... In: READING AND WRITING, vol 32, iss 4 (2019) BASE Show details 7 Identifying Developmental Language Disorder in Vietnamese Children Pham, Giang T.; Pruitt-Lord, Sonja; Snow, Catherine E.. - : American Speech-Language-Hearing Association, 2019 BASE Show details 8 Cognitive and linguistic features of adolescent argumentative writing: Do connectives signal more complex reasoning? [<Journal>] Snow, Catherine E. [Sonstige]; Taylor, Karen S. [Verfasser]; Connor, Carol M. [Sonstige]. DNB Subject Category Language Show details 9 What teachers need to know about language Adger, Carolyn Temple (Herausgeber); Snow, Catherine E. (Herausgeber); Christian, Donna (Herausgeber). - Bristol : Multilingual Matters, 2018 UB Frankfurt Linguistik Show details 10 Navigating Across Communicative Contexts: Exploring Writing Proficiency in Adolescent and Adult EFL Learners Qin, Wenjuan. - 2018 Abstract: This thesis examines whether EFL learners deploy their language skills differently and successfully when writing across communicative contexts. Study 1 proposes an innovative construct register flexibility, which refers to the ability to flexibly use a variety of linguistic resources to appropriately address various audiences across communicative contexts. A total of 263 EFL learners from three native language groups (Chinese, French, and Spanish) participated in this study. Using the researcher-developed Communicative Writing Instrument (CW-I), each participant produced: a personal email to a close friend (colloquial) and an academic report for an educational authority (academic). Texts were analyzed for linguistic complexity at the lexical, syntactic and discourse levels. Consistent with previous research, findings revealed positive associations between participants’ English proficiency and the linguistic complexity of the texts produced. In contrast, the association between English proficiency and register flexibility was not consistent across the different linguistic levels and differed across the three native language groups. Study 2 examined EFL writers’ use of metadiscourse markers (MDMs), and their contribution to writing quality within and across colloquial and academic contexts. The corpus consisted of 704 written texts from 352 participants (collected also with CW-I). Texts were coded for three subtypes of organizational markers (i.e., frame markers, code glosses, and transitions) and three subtypes of stance markers (i.e., hedges, boosters, and attitude indicators). Trained EFL teachers scored overall writing quality using a standard rubric. The study reveals the similarities and differences in MDMs used across communicative contexts. Findings also revealed that the diversity of organizational markers and the frequency of frame markers were positive predictors of both academic and colloquial writing. In contrast, diversity of stance markers and the frequency of hedges were positively associated with writing quality only in the colloquial register condition. Findings from both studies inform EFL writing instructors to design instruction that focuses not only on teaching linguistic forms, but which also encourages EFL learners to contrast the functional use of these resources across communicative contexts. ; register flexibility; linguistic complexity; writing proficiency; pragmatics; English as a foreign language Keyword: Education; Language; Language and Literature; Linguistics URL: http://nrs.harvard.edu/urn-3:HUL.InstRepos:37935833 BASE Hide details 11 Motivation and engagement in language and literacy development Snow, Catherine E. In: Developmental perspectives in written language and literacy (Amsterdam, 2017), p. 137-148 MPI für Psycholinguistik Show details 12 Teacher Implementation of an Adolescent Reading Intervention Troyer, Margaret. - 2017 BASE Show details 13 Promoting Argumentation Skills in Urban Middle Schools: Studies of Teachers and Students Using a Debate-Based Social Studies Curriculum Duhaylongsod, Leslie J.. - 2016 BASE Show details 14 The Development of Core Academic Language and Reading Comprehension in Pre-Adolescent and Adolescent Learners Phillips Galloway, Emily. - 2016 BASE Show details 15 Input to interaction to instruction: three key shifts in the history of child language research SNOW, CATHERINE E. In: Journal of child language. - Cambridge [u.a.] : Cambridge Univ. Press 41 (2014), 117-123 OLC Linguistik Show details 16 Generating Vocabulary Knowledge for At-Risk Middle School Readers: Contrasting Program Effects and Growth Trajectories Lawrence, Joshua Fahey; Rolland, Rebecca G; Branum-Martin, Lee... In: Lawrence, Joshua Fahey; Rolland, Rebecca G; Branum-Martin, Lee; & Snow, Catherine 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, 19(2). UC Irvine: Retrieved from: http://www.escholarship.org/uc/item/0m9407cw (2014) BASE Show details 17 The development of language Menn, Lise; Schick, Adina R.; Zukowski, Andrea. - Boston, Mass. [u.a.] : Pearson, 2013 BLLDB UB Frankfurt Linguistik Show details 18 Mother-child talk during joint book reading in low-income American and Taiwanese families Snow, Catherine E.; Chang, Chien-Ju; Luo, Ya-Hui In: First language. - London [u.a.] : SAGE Publ. 32 (2012) 4, 494-511 BLLDB OLC Linguistik Show details 19 Language proficiency, home-language status, and English vocabulary development: a longitudinal follow-up of the Word Generation program Branum-Martin, Lee; White, Claire E.; Snow, Catherine E.... In: Bilingualism. - Cambridge : Univ. Press 15 (2012) 3, 437-451 BLLDB OLC Linguistik Show details 20 Language proficiency, home-language status, and English vocabulary development: A longitudinal follow-up of the Word Generation program Lawrence, Joshua Fahey; Capotosto, Lauren; Branum-Martin, Lee... In: Lawrence, Joshua Fahey; Capotosto, Lauren; Branum-Martin, Lee; White, Claire; & Snow, Catherine 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(3). UC Irvine: Retrieved from: http://www.escholarship.org/uc/item/53f6m0c8 (2012) BASE Show details Page: 1 2 3 4 5...12

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