[8] Vocabulary development was found to be linked to the literacy practices of the individual as well as the family which varies across the SES of the households.
[8] Personal factors—help from guardians in areas such as homework, reading with the child, and telling stories—accounted for 65% variation in both languages.
The statistics had an internal reliability of .71 for Spanish and .72 for English indicating that the results are relatively consistent.
[8] Analysis of parental language showed that the maternal preference for English explained about 59% of variation in literacy with a reliability of .9 indicating that the factor was relatively consistent.
[8] The high correlation between these factors led to the conclusion that multiple resources are necessary for a child to become proficient in both their first and second languages.
Snow's research studied if the mother's interaction had an impact on the child's vocabulary in both English and Spanish.
Some questions that came up in the parental interview was the differences between their culture and the United States and also their beliefs of language acquisition and literacy.
The objective of this was because this book provided the tools for a child to create narratives if the mother encouraged this response during the activity.
[9] The study found that when mother's used labeling questions during book sharing time, it had a positive impact on the child's vocabulary.
[9] The study also found how Spanish culture may have an effect in having their children have open ended responses with their mothers.
Snow explains that a psycho-linguistic approach perceives second language development as a special kind of information process.
The focus was on the raw cognition and development skills of learners and how these aspects give advantages to them in learning other languages.
This method also supports that learning a second language is tied to personal identity, culture, nation, ethnic pride and many other factors like those given.
Each one has their own studies and findings which support their claim, so it's a matter of what kind of parameters are required by researchers who are looking into specific language development experiments.
[10] Snow was a part of a series of studies that collected data on the language development of bilingual students.
The research involved in this study was a combination of assessments, data collected on home-language, and school records that determined students' reading ability.
Parents were asked to fill out questionnaires about home language and family reading practices for a better insight.
Researchers controlled a variation in teaching methods by studying children only in schools that employed Success for All.
Catherine Snow married Michael Baum from Cedar Falls, Iowa, and they have a son, Nathaniel Baum-Snow.