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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 Abstract: The children of the Indigenous communities of the Chittagong Hill Tracts (CHT), Bangladesh, have very low literacy achievement and a high risk of dropping out before completing school. Indigenous students, on average, read three years below grade level in Bangla, the language of instruction, and the only official language of the country. Yet, very few studies have investigated academic language skills in this population or evaluated instructional approaches to enhance them. In this thesis, I investigated the relationship between classroom discussion with cultural resource-based content and academic word knowledge in Bangla of CHT students. The first chapter provides the context and settings of the education system in the country and the challenges encountered by Indigenous students in the region. In the second chapter, I describe the Cultural Resource-based Classroom Discussion (CRCD) curriculum design and the intervention model. In the third chapter, I describe the methods and findings of the intervention study. Analysis with multilevel modeling (n=2865) shows strong and positive relationship classroom discussion with cultural storybooks and academic world knowledge for all students. I found that Indigenous Bangla language learners (BLL) learned more academic words than native Bangla speakers, Result also suggests discussion has a positive effect on student engagement and engagement partially mediates the relationship between discussion and academic word knowledge outcome. Data also reveals that discussion improves students productive use academic language in writing. Finally, findings show that cultural stories can serve as a source for moral and ethical education, willingness to take civic and ethical actions, and discussion produces more and a variety of such lessons from cultural stories. The fourth chapter examines implications for classroom practice from these results, such as curriculum design with engaging content that students can relate to their lives, instructional changes that create opportunities for classroom discussion. The thesis concludes with suggestions for approaches to advance the field of discussion research. ; Culture, Communities, and Education Keyword: Classroom Discussion; Cultural Resource-Based Content; Indigenous Moral and Ethical Education; Indigenous Stories URL: https://nrs.harvard.edu/URN-3:HUL.INSTREPOS:37364529 BASE Hide 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 BASE Show 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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