Project Activities
Structured Abstract
Setting
Sample
Research design and methods
Control condition
Key measures
Data analytic strategy
People and institutions involved
IES program contact(s)
Products and publications
Products: The products of this project will be evidence about the efficacy of Word Generation, whether fidelity of implementation moderates efficacy, and information about the feasibility of implementing this intervention at a larger scale. Peer-reviewed publications will also be produced.
Donovan, M.S., and Snow, C. (2017). Sustaining Research-Practice Partnerships. In B. Bevan and W.R. Penuel (Eds.), Connecting Research and Practice for Educational Improvement: Ethical and Equitable Approaches. New York: Routledge.
Goldman, S.R., and Snow, C. E. (2015). Adolescent Literacy: Development and Instruction. The Oxford Handbook of Reading, 463-478.
Journal article, monograph, or newsletter
Dobbs, C.L. (2014). Signaling Organization and Stance: Academic Language Use in Middle Grade Persuasive Writing. Reading and Writing, 27(8), 1327-1352.
Dobbs, C. L., and 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(9), 1817-1843.
Hwang, J.K., Lawrence, J.F., and Snow, C.E. (2017). Defying Expectations: Vocabulary Growth Trajectories of High Performing Language Minority Students. Reading and Writing, 30(4), 829-856.
Hwang, J.K., Lawrence, J.F., Collins, P., and Snow, C. (2017). Vocabulary and Reading Performances of Redesignated Fluent English Proficient Students. TESOL Quarterly, 51(4), 757-786.
Hwang, J.K., Lawrence, J.F., Mo, E., and 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.
Lawrence, J., Capotosto, L., Branum-Martin, L., White, C., and Snow, C. (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): 437-451.
Lawrence, J., Crosson, A., Pare-Blagoev, J., and Snow, C. (2015). Word Generation Randomized Trial: Discussion Mediates the Impact of Program Treatment on Academic Word Learning. American Educational Research Journal, 52(4): 750-786.
Lawrence, J.F., Francis, D., Paré-Blagoev, J., and Snow, C.E. (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), 767-793.
Lawrence, J., Rolland, R.G., Branum-Martin, L., White, C., and Snow, C. (2014). Generating Vocabulary Knowledge for Struggling Middle-School Readers: Contrasting Program Effects and Growth Trajectories. Journal of Education for Students Placed at Risk, 19(2): 76-97.
Li, J., Snow, C., and White, C. (2015). Urban Adolescent Students and Technology: Access, Use and Interest in Learning Language and Literacy. Innovation in Language learning and teaching, 9(2), 143-162.
Li, J., Snow, C. and White, C. (2015). Teen Culture, Technology and Literacy Instruction: Urban Adolescent Students' Perspectives. Canadian Journal of Learning and Technology / La Revue Canadienne de L'apprentissage et de La Technologie, 41(3).
Lin, A.R., Lawrence, J.F., Snow, C.E., and Taylor, K. (2016). Assessing Adolescents' Communicative Self-Efficacy to Discuss Controversial Issues: Findings From a Randomized Study of the Word Generation Program. Theory and Research in Social Education, 44 (3), 316-343.
Lin, A.R., Lawrence, J.F., and 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.
Snow, C. E. (2014). Extended Discourse in First and Second Language Acquisition: A Challenge and an Opportunity. Journal of Japanese Linguistics, 30(1), 2-9.
Snow, C. E. (2015). 2014 Wallace Foundation Distinguished Lecture: Rigor and Realism: Doing Educational Science in the Real World. Educational Researcher, 44(9), 460-466.
** This project was submitted to and funded under Interventions for Struggling Adolescent and Adult Readers and Writers in FY 2009.
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