Snow, C.E.  (1983). Literacy and language:  Relationships during the preschool years.  Harvard Educational Review, 53, 165-189.

Goldfield, B.A. & Snow, C.E.  (1984). Reading books with children:  The mechanics of parental influence on children's reading achievement.  In J. Flood (Ed.), Promoting reading comprehension (pp. 204-215).  Newark, DE: International Reading Association.

Chandler, J., Argyris, D., Barnes, W., Goodman, I., & Snow, C.E. (1986). Parents as Teachers:  Observations of low-income parents and children in a homework-like task.  In B. Schieffelin & P. Gilmore (Eds.), The acquisition of literacy: Ethnographic perspectives.  Norwood, NJ: Ablex.

Snow, C.E., & Ninio, A.  (1986). The contracts of literacy: What children learn from learning to read books.  In W. Teale & E. Sulzby (Eds.), Emergent literacy: Writing and reading (pp. 116-137).  Norwood, NJ: Ablex.

Davidson, R., Kline, S., & Snow, C.E.  (1986). Definitions and definite noun phrases: Indicators of children's decontextualized language skills. Journal of Research in Childhood Education, 1, 37-48.

Dickinson, D.K. & Snow, C.E. (1987). Interrelationships among prereading and oral language skills in kindergartners from two social classes. Research on Childhood Education Quarterly, 2, 1-25.

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.

Snow, C., Cancino, H., Gonzalez, P. & Shriberg, E.  (1989). Giving formal definitions: An oral language correlate of school literacy. In D. Bloome (Ed.), Classrooms and literacy (pp. 233-249). Norwood, NJ: Ablex.

Snow, C.E. & Dickinson, D.K. (1990). Social sources of narrative skills at home and at school. First Language, 10, 87-103.

Snow, C.E. (1990). The development of definitional skill. Journal of Child Language, 17, 697-710.

Ricard, R.J. & Snow, C.E. (1990). Language skills in and out of context: Evidence from children's picture descriptions. Journal of Applied Developmental Psychology, 11, 251-266.

Snow, C.E., Barnes, W.S., Chandler, J., Hemphill, L., and Goodman, I.F. (1991). Unfulfilled expectations: Home and school influences on literacy. Cambridge: Harvard University Press.

Snow, C.E. (1991). Diverse conversational contexts for the acquisition of various language skills. In J. Miller (Ed.), Research on child language disorders: A decade of progress (pp. 105-124). Austin, Texas: Pro-Ed.

Snow, C.E. & Dickinson, D. K. (1991). Some skills that aren't basic in a new conception of literacy. In A. Purves & T. Jennings (Eds.), Literate systems and individual lives: Perspectives on literacy and schooling (pp. 175-213). Albany: SUNY Press.

DeTemple, J., Wu, H.F., & Snow, C.E. (1991). Papa Pig just left for Pigtown: Children's oral and written picture descriptions under varying instructions. Discourse Processes, 14, 469-495.

Snow, C.E. (1991). The theoretical basis for relationships between language and literacy development. Journal of Research in Childhood Education, 6 Fall/Winter, 5-10.

Snow, C.E. (1993). Linguistic development as related to literacy. In L. Eldering & P. Leseman (Eds.), Early intervention and culture (pp. 133-148). Utrecht, Netherlands: Unesco Publishing.

Snow, C.E. & Tabors, P.O. (1993). Language skills that relate to literacy development In B. Spodek & O. Saracho (Eds.), Yearbook in early childhood education, Vol. 4 (pp. 1-20). New York: Teachers College Press.

Snow, C.E. (1993). Families as social contexts for literacy development. In C. Daiute, (Ed.) The development of literacy through social interaction (pp. 11-24). San Francisco: Jossey-Bass.

Snow, C.E. (1994). Review of Experiencing narrative worlds: On the psychological activities of reading by Richard Gerrig. American Journal of Education, 103, 105-109.

Snow,C.E. (1994). What is so hard about learning to read? A pragmatic analysis. In J. Duchan, R. Sonnemeier, & L. Hewitt (Eds.), Pragmatics: From theory to practice (pp. 164-184). Englewood Cliffs, NJ: Prentice Hall.

Snow, C.E. (1994). Enhancing literacy development: Programs and research perspectives. In D. Dickinson (Ed.), Bridges to literacy (pp. 267-272). Cambridge, MA: Basil Blackwell.

Beals, D.E. & Snow, C.E. (1994). "Thunder is when the angels are upstairs bowling": Narratives and explanations at the dinner table. Journal of Narrative and Life History, 4, 331-352.

Davidson, R.G., & Snow, C.E. (1995). The linguistic environment of early readers. Journal of Research in Childhood Education, 10, 5-21.

Snow, C.E., Tabors, P.O., Nicholson, P., & Kurland, B. (1995) SHELL: Oral language and early literacy skills in kindergarten and first grade children. Journal of Research in Childhood Education, 10, 37-48.

Snow, C.E. & Kurland, B. (1996). Sticking to the point: Talk about magnets as a preparation for literacy. In D. Hicks (Ed.), Child discourse and social learning: An interdisciplinary perspective (pp. 189-220). New York: Cambridge University Press.

Snow, C.E. & Tabors, P. (1996). Intergenerational transfer of literacy. In L.A. Benjamin & Lord (Eds.), Family literacy: directions in research and implications for practice (pp. 73-79). Washington: U.S. Department of Education.

Hemphill, L. & Snow, C. (1996). Language and literacy development: Discontinuities and differences. In David R. Olson & Nancy Torrance (Eds.), Handbook of education and human development: New models of learning, teaching, and schooling (pp. 173-201). Cambridge: Blackwell.

Davidson, R. & Snow, C.E. (1996). Five-year-olds' interactions with fathers versus mothers. First Language, 16, 223-242.

De Temple, J.M. & Snow, C.E. (1996). Styles of parent-child book-reading as related to mothers' views of literacy and children's literacy outcomes. In J. Shimron (Ed.) Literacy and education: Essays in honor of Dina Feitelson. (pp. 49-68). Cresskill, NJ: Hampton Press.

Kurland, B.F. & Snow, C.E. (1997). Longitudinal measurement of growth in definitional skill. Journal of Child Language, 24, 603-625.

De Temple, J. & Snow, C.E. (1998). Mother-child interactions related to the emergence of literacy. In M. Zaslow & C. Eldred (Eds.), Parenting behavior in a sample of young mothers in poverty: Results of the New Chance Observational Study (pp. 114-169). New York: Manpower Development Research Corporation (April).

Snow, C.E., Burns, S. & Griffin, P. (Editors). (1998). Preventing reading difficulties in young children. National Academy Press: Washington, DC.

Burns, M.S., Griffin, P., & Snow, C.E. (Editors). (1999). Starting out right: A guide to promoting children's reading success. National Academy Press: Washington, D.C.

Fillmore, L.W. & Snow, C.E. (1999). What Educators--Especially Teachers--Need to Know About Language: The Bare Minimum. http://www.ncbe.gwu.edu/iasconferences/1999/institutes/lep/discussiondraft.htm

Snow, C.E. (1999). Facilitating language development promotes literacy learning. In L. Eldering and P. Leseman (Eds.), Early education and culture (pp. 141-162). New York: Falmer Press.

Snow, C.E., Scarborough, H. & Burns, M. S. (1999). What speech-language practitioners need to know about early reading. Topics in Language Disorders, 20, 48-58.

Weizman, Z. & Snow, C.E. (1999). Lexical input as related to children's vocabulary acquisition: Effects of sophisticated exposure and support for meaning. Revision submitted to Developmental Psychology.

De Temple, J., & Snow, C.E. (2000). Conversations about literacy: social mediation of psycholinguistic activity. In L.Verhoeven & C.E.Snow (eds.), Motivation and reading: Cultural and social perspectives. Mahwah, NJ: Lawrence Erlbaum.

Jordan, G., Porche, M. & Snow, C.E. (2000). Project EASE: Easing children's transition to kindergarten literacy through planned parent involvement. Reading Research Quarterly, 35(4).

Strucker, J. & Snow, C.E. (2000). Lessons of Preventing Reading Difficulties in Young Children for adult learning and literacy. Annual Review of Adult Learning and Literacy Vol.1. San Francisco, CA: Jossey-Bass.

Snow, C.E. (2000). On the limits of reframing:Rereading the National Academy of Sciences report on reading. Journal of Literacy Research, 32 (1), 113-120.

Snow, C.E. (2000). Database,core; linguistics, CHILDES. In N.J. Smelser & P.B. Baltes International Encyclopedia of the Social & Behavioral Sciences. New York: Pergamon.

Snow, C. and Juel, C. (2004) Teaching children to read: What do we know about how to do it?

Snow, C. (2004) What counts as literacy in early childhood? In McCartney, K. and Phillips, D. (Eds.) Handbook of Early Child Development. Oxford: Blackwell.

Snow, C., Griffin, P., & Burns, M.S. (2005) Knowledge to Support the Teaching of Reading: Preparing Teachers for a Changing World. San Francisco: Jossey-Bass.

De Acedo, B. & Snow, C.E. (in press). CHILDES: Un sistema electrónico para el intercambio y el análisis de transcripciones del lenguaje oral. Lingüistica.

Strucker, J., Snow, C., & Pan, B.A. (in press). Family literacy for ESL families: Challenges and design principles. In B. Wasik (ed.), Synthesis of family literacy research.

Verhoeven, L. & Snow, C.E. (Editors). (in press). Motivation and reading: Cultural and social perspectives. Mahwah, NJ: Lawrence Erlbaum.