Catherine+Snow

**Catherine Snow, PhD** by, Franchesca Chavez In December of 1945 Catherine Elizabeth Snow was born in Toledo, Ohio. She later received a B.A. from Oberlin College in 1966. Then in 1967 Snow completed her M.A. in psychology at McGill Univerisity, as well as her PhD. in 1971. Snow is currently a Henry Lee Shattuck Professor at the Harvard Graduate School of Education. Other professional work includes: > In addition, Snow has published works in the areas of literacy, second language acquisition, bilingualism, input, language socialization, and parent-child interaction. The following is a short list of some of her works: (Catherine E. Snow, M. Susan Burns, & Peg Griffin, 1998) "Preventing Reading Difficulties in Young Children", was a major U.S. literacy study which Catherine Snow participated in conducting as chair. It was sponsered by the U.S. Department of Education and the The National Academy of Sciences and aimed to find the most effective interventions for young children who were at risk of learning how to read. Early literacy is promoted within this study through the established guidlines that begin in the preschool level. Also, this study was one of the first to report on cognitive psychology, special education, literacy education, and language development. It also included the discussion of a "balanced" approach to literacy development, but not in the sense of splitting time between phonics and whole language. Integration is a better description of the recommendations of simutaneously instructing an authentic learning task, such as supporting comprehension, while explicitly teaching a decoding or other reading skill. Resources: Homepage link: http://www.gse.harvard.edu/~snow/ > >    **Catherine Snow, PhD**
 * Chariman of the National Academy of Sciences
 * Chairman of the Rand Reading Study Group
 * President of American Educaitonal Research Association
 * Research assistant, Department of Endocrinology, Growth, and Reproduction, Erasmus University, Rotterdam, The Netherlands (1970-1971).
 * Wetenschappelijk medewerker (Dutch equivalent of assistant professor), Institute for General Linguistics, University of Amsterdam, Amsterdam, The Netherlands (1971-1976).
 * Visiting scientist, Unit for Research on the Medical Applications of Psychology, University of Cambridge, Cambridge, England (1975).
 * Hoofdmedewerker (Dutch equivalent of associate professor), Institute for General Linguistics, University of Amsterdam, Amsterdam, The Netherlands (1976-1978).
 * Visiting Associate Professor, Harvard Graduate School of Education, Cambridge, Massachusetts (1978-1980).
 * Lecturer, Department of Psychology and Social Relations, Harvard University, Cambridge, Massachusetts (1979-1980).
 * Associate Professor, Harvard Graduate School of Education, Cambridge, Massachusetts (1980-1986).
 * Academic Dean, Harvard Graduate School of Education (1990-1993).
 * Snow, C.E., Nathan, D., & Perlmann, R. (1985). Assessing children's knowledge about book-reading. In L. Galda & A. Pellegrini (Eds.). __Play, language and stories: The development of children's literate behavior__ (pp. 167-181). Norwood, NJ: Ablex.
 * Snow, C.E. (1987). Relevance of the notion of a critical period to language acquisition. In M. Bornstein (Ed.), __Sensitive periods in development__ (183-209). Hillsdale, NJ: Erlbaum.
 * Snow, C.E. (1987). Factors influencing vocabulary and reading achievement in low-income children. In R. Appel (Ed.), __Toegepaste Taalwetenschap in Artikelen Speciaal (Feestbundel voor B. Th. Tervoort)__ (pp. 124-130). Amsterdam: ANELA.
 * __Summary of a Major Study Preventing Reading Difficulties in Young Children__**
 * Phone: 617-495-3563
 * Fax: 617-495-5771
 * Staff Contact: [|Molly McGuinness]
 * Research assistant, Department of Endocrinology, Growth, and Reproduction, Erasmus University, Rotterdam, The Netherlands (1970-1971)
 * Wetenschappelijk medewerker (Dutch equivalent of assistant professor), Institute for General Linguistics, University of Amsterdam, Amsterdam, The Netherlands (1971-1976).
 * Visiting scientist, Unit for Research on the Medical Applications of Psychology, University of Cambridge, Cambridge, England (1975).
 * Hoofdmedewerker (Dutch equivalent of associate professor), Institute for General Linguistics, University of Amsterdam, Amsterdam, The Netherlands (1976-1978).
 * Visiting Associate Professor, Harvard Graduate School of Education, Cambridge, Massachusetts (1978-1980).
 * Lecturer, Department of Psychology and Social Relations, Harvard University, Cambridge, Massachusetts (1979-1980).
 * Associate Professor, Harvard Graduate School of Education, Cambridge, Massachusetts (1980-1986).
 * Fellow, Institute for Advanced Studies, Hebrew University, Jerusalem (1982-83).
 * Visiting Scholar, Department of Psychology, New York University (1984).
 * Academic Dean, Harvard Graduate School of Education (1990-1993).
 * Acting Dean, Harvard Graduate School of Education (1991-1992).
 * Profesora visitante, Departamento de Psicología Evolutiva y de la Educación, Universidad Autónoma de Madrid (1995

__The Boston Sunday Globe__ __. Journal of American Academy of Child and Adolescent Psychiatry, 38(9)__ __TESOL Quarterly____34(1)__ __Brookings papers on education policy__ Snow, C.E. (2000). Perspectives de l'adquisició d'una segona llengua: implicacions per a l'educació bilingüe. __Temps d'Educació,____22__ //Preventing Reading Difficulties in Young Children// http://www.gse.harvard.edu/~snow/
 * __Summary of a Major Study__**
 * __ Preventing Reading Difficulties in Young Children__**
 * Progress in learning to read beyond the initial levels depend on phonic knowledge, reading practice for fluency, vocabulary, background knowledge, reading strategies, and interest in reading for different purposes.
 * Beginning readers must have explicit instruction in phonics and should be encouraged to write regularly using invented spelling.
 * Independent reading should be encouraged both at home and school.
 * Continuous assessment and interventions should be used to monitor development.
 * Balanced approach to instructions is best.
 * Possible to predict reading problems when multiple measures are used.
 * Individual risk factors are:
 * 1) Parent’s history of reading difficulty
 * 2) Little knowledge and literacy skills acquired during preschool years.
 * 3) Lack of phonological awareness, story recall, language ability.
 * 4) Language and/or hearing impairments.
 * 5) Medical diagnosis that hinder reading.
 * Provide early intervention as soon as possible from birth to preschool.
 * Non-English speakers should have opportunities to develop literacy skills in their home language as well.
 * __Research Studies__**
 * Catherine Snow contact info**
 * Phone: 617-495-3563
 * Fax: 617-495-5771