Snow, C.E. (1972). Mothers' speech to children learning language. Child Development, 43, 549-565.
Reprinted in L. Bloom (Ed.) (1978). Readings in language development. New York: Wiley.
Snow, C.E., Arlman-Rupp, A., Hassing, Y., Jobse, J., Joosten, J., & Vorster, J. (1976). Mothers' speech in three social classes. Journal of Psycholinguistic Research, 31, 424-444.
Snow, C.E. (1976). The language of the mother-child relationship. In S. Rogers (Ed.), They don't speak our language (pp. 63-79). London: Edward Arnold.
Snow, C.E. (1976). Mothers' speech to children. In von Raffler-Engel, W. & LeBrun, Y. (Eds.), Baby talk and infant speech. Amsterdam: Swets and Zeitlinger.
Snow, C.E. and Ferguson, C.A. (Eds.) (1977). Talking to children: Language input and acquisition. Cambridge: Cambridge University Press.
Snow, C.E. (1977). Mothers' speech research: From input to interaction. In Snow, C.E. & Ferguson, C.A. (Eds.), Talking to children: Language input and acquisition (pp. 31-49). London: Cambridge University Press.
Snow, C.E. (1977). Development of conversation between mothers and babies. Journal of Child Language, 4, 1-22.
Reprinted in V. Lee (Ed.) (1979), Language Development (pp. 235-249). New York: Halstead Press.
Reprinted in M.B. Franklin & S. Barten (Eds.) (1988), Child language: A reader (pp. 20-35). Oxford: Oxford University Press.
Waterson, N. and Snow, C.E. (Eds.) (1978). The development of communication. London: John Wiley.
De Blauw, A., Dubber, C. van Roosmalen, G., & Snow, C.E. (1978). Sex and social class differences in early mother-infant interaction. In O. Garnica & M. King (Eds.), Language, children, and society. New York: Pergamon Press.
Snow, C.E., de Blauw, A., & van Roosmalen, G. (1978). Talking and playing with babies: The role of ideologies of child rearing. In M. Bullowa (Ed.), Before speech. London: Cambridge University Press.
Snow, C.E. (1978). The conversational context of language acquisition. In Campbell, R. & Smith, P. (Eds.), Recent advances in the psychology of language, Vol. 2: Social and interactional factors. New York: Plenum.
Snow, C.E. (1979). The role of social interaction in language acquisition. In A. Collins (Ed.), Children's language and communication: Proceedings of the 1977 Minnesota Symposium on Child Development. Hillsdale, NJ: Erlbaum.
Snow, C.E. (1979). Conversations with children. In P. Fletcher & M. Garman (Eds.), Language acquisition (pp. 363-375). Cambridge: Cambridge University Press, Cambridge. Revised edition, 1985.
Reprinted in P. Barnes, J. Oates, J. Chapman, V. Lee, & P. Czerniewska (Eds.) (1985), Personality, development, and learning (pp. 136-149). Hodder and Stoughton, Open University.
Snow, C.E. (1981). The uses of imitation. Journal of Child Language, 8, 205-212.
Snow, C.E. (1981). Social interaction and language acquisition. In P. Dale & D. Ingram (Eds.), Child Language: An international perspective. Baltimore: University Park Press.
Levin, H., Schaffer, C., & Snow, C.E. (1982). The prosodic and paralinguistic features of reading and telling stories. Language and Speech, 25, pt. 1, 43-54.
Snow, C.E., Dubber, C. & de Blauw, A. (1982). Routines in parent-child interaction. In L. Feagans & D. Farran (Eds.), The language of children reared in poverty: Implications for evaluation and intervention (pp. 53-72). New York: Academic Press.
Snow, C.E. (1982). Knowledge and the use of language. In L. Feagans & D. Farran (Eds.), The language of children reared in poverty: Implications for evaluation and intervention (pp. 257-260). New York: Academic Press.
Snow, C.E. & Goldfield, B. (1982). Building stories: The emergence of information structures from conversation and narrative. In D. Tannen (Ed.), Georgetown University Roundtable on Language and Linguistics 1981, Analyzing discourse: Text and talk (pp. 127-141). Washington, DC: Georgetown University Press.
Snow, C.E. (1982). Are parents language teachers? In K. Borman (Ed.), The social life of children in a changing society (pp. 81-95). Hillsdale, NJ: Erlbaum.
Snow, C.E. (1983). Saying it again: The role of expanded and deferred imitations in language acquisition. In K.E. Nelson (Ed.), Children's language, Volume 4 (pp. 29-58). New York: Gardner Press.
Snow, C.E. & Gilbreath, B.J. (1983). Explaining transitions. In R. Golinkoff (Ed.), The transition from prelinguistic to linguistic communication (pp. 281-296). Hillsdale, NJ: Erlbaum.
Snow, C.E. & Goldfield, B. (1983). Turn the page please: Situation-specific language learning. Journal of Child Language, 10, 551-570.
Snow, C.E. (issue editor). (1984). The social context: Language development and language disorders. Topics in Language Disorders, Vol. 4, No. 4, September.
Levin, H., Snow, C.E. & Lee, K. (1984). Nurturant talk to children. Language and Speech, 27, pt. 2, 147-162.
Snow, C.E. (1984). Parent-child interaction and the development of communicative ability. In R.L. Schiefelbusch & J. Pickar (Eds.), The acquisition of communicative competence (pp. 69-107). Baltimore, MD: University Park Press.
Snow, C.E., Midkiff-Borunda, S., Small, A. & Proctor, A. (1984). Therapy as social interaction: Analyzing the contexts for language remediation. Topics in Language Disorders, 4, 72-85.
Snow, C.E. (1984, September). Archiving data sets: Issues & problems. Paper prepared for the National Center for Bilingual Research. Transcript Analysis, 1985.
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.
Goldfield, B. & Snow, C.E. (1985). Individual differences in language acquisition. In J.B. Gleason (Ed.), The development of language (pp. 307-330). Columbus, OH: Merrill.
Second edition. (1989) (pp. 303-325). Columbus, OH: Merrill
Third edition. (1993) (pp. 299-324). New York: Macmillan.
Fourth edition. (1997) (pp. 317-347). Boston: Allyn and Bacon.
Levin, H. & Snow, C.E. (1985). Situational variations within social speech registers. In J. Forgas (Ed.), Language and social situations (pp. 47-57). New York: Springer Verlag.
MacWhinney, B. & Snow, C.E. (1985). The child language data exchange system. Journal of Child Language, 12, 271-295.
Snow, C.E. (1985). Mothers' speech to children learning language. Citation classic, Current Contents, Social and Behavioral Sciences, 17(1), 18.
Demetras, M., Post, K., & Snow, C.E. (1986). Feedback to first language learners: The role of repetitions and clarification questions. Journal of Child Language, 13, 275-292.
Snow, C.E., Shonkoff, F., Lee, L. & Levin, H. (1986). Learning to play doctor: The acquisition of knowledge about the sickroom register. Discourse Processes, 461-474.
Snow, C.E., Perlmann, R., & Nathan, D. (1987). Why routines are different: Toward a multiple-factors model of the relation between input and language acquisition. In K. Nelson & A. van Kleeck (Eds.), Children's language: Volume 6 (pp. 65-97). Hillsdale, NJ: Erlbaum.
Snow, C.E. (1987). Comment: Language and the beginnings of moral understanding. In J. Kagan & S. Lamb (Eds.), The emergence of morality in young children (pp. 112-122). Chicago: University of Chicago Press.
Snow, C.E. (1988). The last word: Questions about the emerging lexicon. In M.D. Smith & J. Locke, (Eds.), The emergent lexicon: The child's development of a linguistic vocabulary (pp. 341-353). New York: Academic Press.
Snow, C.E. (1988). Language and the beginnings of moral understanding: Comment on Dunn. In J. Kagan & Lamb, S. (Eds.), The emergence of morality in young children (pp. 112-122). Chicago: University of Chicago Press.
Ninio, A., & Snow, C.E. (1988). Language acquisition through language use: The functional sources of children's early utterances. In Y. Levi, I. Schlesinger, & M. Braine, (Eds.), Categories and processes in language acquisition (pp. 11-30). Hilldale, NJ: Erlbaum.
Tomasello, M. & Snow, C.E. (1988). Well-fed organisms still need feedback. Brain and Behavior Sciences, 11, 475-476.
Snow, C.E. (1989). Development of communication in childhood. In International Encyclopedia of Communications. Annenberg School/Oxford University Press.
Snow, C.E. (1989). Imitativeness: A trait or a skill? In G. Speidel & K. Nelson (Eds.), The many faces of imitation (pp. 73-90). New York: Springer Verlag.
Snow, C.E. & Tomasello, M. (1989). Data on language input: Incomprehensible omission indeed! Brain and Behavior Sciences, 12, 357-358.
Snow, C.E. (1989). Understanding social interaction and language acquisition: Sentences are not enough. In M. Bornstein & J. Bruner (Eds.), Interaction in human development (pp. 83-103). Hillsdale, NJ: Erlbaum.
Conti-Ramsden, G. & Snow, C.E. (Eds.) (1990). Children's language: Volume 7. Hillsdale, NJ: Erlbaum.
Snow, C.E. (1990). The development of discourse skills as related to the development of the study of discourse. Text, 10, 101-104.
Bohannon, J.N., MacWhinney, B., & Snow, C.E. (1990). No negative evidence revisited: Beyond learnability, or, Who has to prove what to whom? Developmental Psychology, 26, 221-226.
MacWhinney, B. & Snow, C.E. (1990). The Child Language Data Exchange System: An update. Journal of Child Language, 17, 457-472.
Snow, C.E., Perlmann, R., Gleason, J. Berko, & Hooshyar, N. (1990). Developmental perspectives on politeness: Sources of children's knowledge. Journal of Pragmatics, 14, 289-305.
Snow, C.E. (1990). The regrettable neglect of affect. Nordic Journal of Linguistics, 13, 149-152.
Snow, C.E. (1990). Consonant clusters--some thoughts. Nordic Journal of Linguistics, 13, 165-168.
Snow, C.E. (1990). Form and content revisited. Nordic Journal of Linguistics, 13, 183-186.
Snow, C.E. (1991). Building memories: The ontogeny of autobiography. In D. Cicchetti & M. Beeghly (Eds.), The self in transition: Infancy to childhood (pp. 213-242). Chicago: University of Chicago Press.
Goldfield, B. & Snow, C.E. (1992). What's cousin Arthur's daddy's name?: The acquisition of knowledge about kinship. First Language, 12, 187-205.
Blum-Kulka, S. & Snow, C.E. (1992). Developing autonomy for tellers, tales, and telling in family narrative events. Journal of Narrative and Life History, 2(3), 187-217.
Sokolov, J. & Snow, C.E. (1992). A premature retreat to nativism: Commentary on 'Language acquisition in the absence of experience' by S. Crain. Behavioral and Brain Sciences, 14, 635-636.
Snow, C.E. & Pan, B.A. (1993). Ways of analyzing the spontaneous speech of children with mental retardation: The value of cross-domain analysis. In N. Bray (Ed.), International review of research in mental retardation (Vol. 19) (pp. 163-192). New York: Academic Press.
Bodin, L. & Snow, C.E. (1994). What kind of birdie is this? Learning to use superordinates. In J.L. Sokolov & C.E. Snow (Eds.), Handbook of research in language development using CHILDES (pp. 77-109). Hillsdale, NJ: Erlbaum.
Sokolov, J.L. & Snow, C.E. (1994). Transcript analysis in the computer age. In J.L. Sokolov & C.E. Snow (Eds.), Handbook of research in language development using CHILDES (pp. 1-25). Hillsdale, NJ: Erlbaum.
Sokolov, J. & Snow, C.E. (1994). The changing role of negative evidence in theories of language acquisition. In C. Galloway & B. Richards (Eds.), Input and interaction in language acquisition (pp. 38-55). London: Cambridge University Press.
Snow, C.E. (1994). Beginning from baby talk: Twenty years of research on input and interaction. In C. Galloway & B. Richards (Eds.), Input and interaction in language acquisition (pp. 3-12). London: Cambridge University Press.
Ninio, A., Snow, C.E. Pan, B.A., & Rollins, P.R. (1994). Classifying communicative acts in children's interactions. Journal of Communications Disorders, 27, 157-188.
Rollins, P.R., Pan, B.A., Conti-Ramsden, G. & Snow, C.E. (1994). Communicative skills in specific language impaired children: A comparison with their language-matched siblings. Journal of Communications Disorders, 27, 189-206.
Sokolov, J.L. & Snow, C.E. (Eds.) (1994). Handbook of research in language development using CHILDES. Hillsdale, NJ: Erlbaum.
Snow, C.E. (1994). The expanding circle: Twenty years of research on child language. In S. Gillis & A. De. Houwer (Eds.), NETwerken: Bijdragen van het vijfde NET symposium (pp. 5-17). Antwerp Papers in Linguistics, 74: University of Antwerp.
Snow, C.E. (1995). Issues in the study of input: Fine-tuning, universality, individual and developmental differences, and necessary causes. In P. Fletcher & B. MacWhinney & (Eds.), Handbook of child language. Oxford: Blackwell.
Portuguese Edition:
Snow, C.E. (1997). Questões do estudo do input: sintonia, universalidade, diferenças individuais. In Paul Fletcher e Brian MacWhinney (orgs.). Compêndio da linguagem da criança (153-163). (Trad. M.A.G. Domingues, consultoria de Regina Ritter Guimarães). Porto Alegre, Brazil: Artes Médicas
Ninio, A. & Snow, C.E. (1996). Pragmatic Development. Boulder: Westview.
Snow, C.E. (1996). Change in child language and child linguists. In H. Coleman & L. Cameron (eds.), Change and Language (Proceedings, British Association of Applied Linguistics, 1994), (pp. 75-88). Clevedon: British Association for Applied Linguists.
Pan, B. A., Imbens-Bailey, A., Winner, K., and Snow, C.E. (1996) Communicative intents of parents interacting with their young children. Merrill-Palmer Quarterly, 42, 248-266.
Snow, C. E., Pan, B., Imbens-Bailey, A., & Herman, J. (1996). Learning how to say what one means: A longitudinal study of children's speech act use. Social Development, 5, 56-84.
Rollins, P. R., Snow, C. E. & Willett, J. B. (1996). Predictors of MLU: Lexical versus morphological developments. First Language, 16, 243-259.
Snow, C.E. (1996). Towards a rational empiricism: Why interactionism isn't behaviorism any more than biology is genetics. In M. Rice (Ed.), Toward a genetics of language. (pp. 377-396). Hillsdale, NJ: Erlbaum.
Peraita, H. & Snow, C.E. (1996). Adquisición de atributos de categorías léxico-conceptuales. In M.P. Pereira (Ed.), Estudios sobre la adquisición del castellano, catalán, eusquera y gallego: Actas del I Encuentro Internacional sobre Adquisición de las Lenguas, (pp. 281-287. Santiago de Compostela: Universidade de Santiago de Compostela.
Locke, J.L. & Snow, C.E. (1997). Social influences on vocal learning in human and non-human primates. In C. Snowdon & M. Hausberger (eds.), Social influences on vocal development, (pp. 274-292). Cambridge: Cambridge University Press.
Snow, C.E. (1997). Language as public construction. [Review of Language in Cognitive Development: Emergence of the Mediated Mind, by Katherine Nelson]. Science, 275, p. 1611.
Imbens-Bailey, A.L., & Snow, C.E. (1997). Making meaning in parent-child interaction: A pragmatic approach. In C. Mandell & A. McCabe (eds.), The problem of meaning: cognitive and behavioral approaches (pp. 261-295). Amsterdam: North-Holland.
Snow, C.E. & Imbens-Bailey, A.L. (1997). Beyond Labov and Waletzky: the antecedents of narrative discourse. Journal of Narrative and Life History, 7, 197-205.
Snow, C.E. & Winner, K. (1998). Where are your gloves? When did you last see them? In H. Ragnarsdóttir and S. Strömqvist (Ed.), Learning to talk about time and space. Proceedings from the 3rd NELAS Conference [1994] (pp. 31-46). Reykyavik: Universitas Regia Gothoburgensis.
Aukrust, V. G. & Snow, C.E. (1998). Narratives and explanations in Norwegian and American mealtime conversations. Language and Society, 27, 221-246.
Snow, C.E. (1998). Preface. In S. Gillis & A. de Houwer (Eds.), The acquisition of Dutch. John Benjamins, Amsterdam.
Rollins, P.R., & Snow, C.E. (1998). Shared attention and grammatical development in typical children and children with autism. Journal of Child Language, 25, 653-673.
Ninio, A. & Snow, C.E. (1999). The development of pragmatics: Learning to use language appropriately. In T. Bhatia & W. Ritchie (Eds.), Handbook of language acquisition (pp.347-383). New York: Academic Press.
Snow, C.E. (1999). Social perspectives on the emergence of language. In B. MacWhinney (Ed.), The emergence of language (pp.257-276). Mahwah, New Jersey: Lawrence Erlbaum.
Pan, B. A. & Snow, C.E. (1999). The development of conversation and discourse. In M. Barrett (Ed.), The development of language (pp. 229-250). London: UCL Press.
Diez-Itza, E., Snow C.E. & MacWhinney, B. (1999). La metodología retamhe y el proyecto CHILDES: Breviario para la codificación y análisis del lenguaje infantil. Psicotherma, 11 (3), 517-530.
Pan, B.A., Perlmann, R.Y. &. Snow, C.E. (1999). Food for thought: Dinner table as a context for observing parent-child discourse. L. Menn & N. Bernstein Ratner (Eds.), Methods for studying language production. (pp. 205-224). Mahwah, NJ: Lawrence Erlbaum.
Uccelli, P., Hemphill, L., Pan, B.A., & Snow, C.E. (1999). Telling two kinds of stories: Sources of narrative skill. Tamis-LeMonda, C.S. (ed.), In Child psychology: A Handbook of contemporary issues. (Pp. *****) Psychology Press.***
Porche, M., Ross, S. & Snow, C. (2004) From preschool to middle school: The role of masculinity in low-income urban adolescent boys' literacy skills and academic achievement. Adolescent Boys: Exploring Diverse Cultures of Boyhood (pp 338-360). New York, NY: New York University Press.
Pan, B., Rowe, M., Singer, J., Snow, C. (2005) Maternal correlates of growth in toddler vocabulary production in low-income families. Child Development, 76(4), 763-782.
De Acedo, B. & Snow, C.E. (in press). CHILDES: Un sistema electrónico para el intercambio y el análisis de transcripciones del lenguaje oral. Lingüistica.
Pan, B.A. & Snow, C.E. (in press). How should I put it? Clarification challenges for young children talking to adults. In S. Ervin-Tripp (ed.), Conversation and pragmatics.
Snow, C.E. (in press). Taalaanbod en sociale interaktie: Hun rol in de taalverwerving [Language input and social interaction: Their role in language development]. In S.Gillis en A. Schaerlaekens (eds.), Kindertaalverwerving: Een handboek voor het Nederlands (in press). Woltersgroep.
Katz, J.& Snow, C.E. (in press). Language development in early childhood: The role of social interaction in different care environments. In D. Bailey (ed.), Infants and toddlers in out-of-home care. Baltimore, MD: Paul H. Brookes.
Blum-Kulka, S. & Snow, C.E. (Editors). (in press). Talking to adults. Mahwah, NJ: Lawrence Erlbaum.
LeVine, R.A. & Snow, C.E. (in preparation). Social development of the child: The context and consequences of interpersonal communication. New York: Cambridge University Press.