Catherine Snow

Catherine Snow is John and Elisabeth Hobbs Professor of Cognition and Education at the Harvard Graduate School of Education. She received her BA from Oberlin College and her MA and PhD from McGill University. Snow has received research funding from the National Science Foundation, the National Institutes of Health, the Ford Foundation, the Carnegie Corporation, IES, and the Spencer foundation. Her book-length publications include Is Literacy Enough? Pathways to Academic Success for Adolescents (with M. Porche, P. Tabors and S. Harris), Pragmatic Development (with Anat Ninio) and Talking to Children: Language Input and Acquisition (with Charles Ferguson), among others. She chaired the National Research Council Committee on Preventing Reading Difficulties in Young Children, the RAND Reading Study Group that produced the report Reading for Understanding, and the subcommittee of the NAE Committee on Teacher Education that produced Knowledge to Support the Teaching of Reading. She is currently pursuing research on issues of middle school literacy achievement and classroom discourse in collaboration with the Strategic Education Research Partnership (SERP), as well as research on maintaining quality in scaling up early childhood programs in collaboration with the Boston Research-Practice Partnership. Projects in Language Development Strategic Education Research Partnership