Reading for Understanding: Toward an R&D Program in Reading Comprehension

By Catherine E. Snow. 2002

2,201 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/1b4bc70e2533eb3ef1242378b8ea23c331708763

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Citations in the corpus

The role of vocabulary depth in predicting reading comprehension among English monolingual and Spanish–English bilingual children in elementary school (2012, background): “Given the complexity of the construct of reading comprehension (Snow, 2002), it is not surprising that different measures of reading comprehension show different relationships to other variables depending on the format and content of the measure (Cutting & Scarborough, 2006).”
Reversing the Reverse Cohesion Effect: Good Texts Can Be Better for Strategic, High-Knowledge Readers (2007, background): “Unfortunately, many students are poor readers or have difficulty understanding textbooks (Bowen, 1999; Snow, 2002).”
SERT: Self-Explanation Reading Training (2004, background): “Students’ ability to comprehend the challenging textbooks typically used in classrooms is questionable, particularly those covering scientific material (Bowen, 1999; Snow, 2002 ).”
Making the right connections: Differential effects of reading intervention for subgroups of comprehenders (2012, unknown): “Students who experience reading dif ﬁ culties are likely to struggle throughout school and to experience dif ﬁ culties with employment and other aspects of daily living as adults (Snow, 2002).”
Handbook of Epistemic Cognition (2016, background): “Reading comprehension involves the complex interactions between reader individual differences, the demands of the task, and the characteristics of the text (Snow, 2002).”
The Effectiveness of Metacognitive Strategy Awareness in Reading Comprehension: The Case of Iranian University EFL Students. (2014, background): “Snow (2002) found that many L2 learners have difficulties in understanding what they read especially academic texts.”
The Relation Between Morphological Awareness and Reading Comprehension: Evidence From Mediation and Longitudinal Models (2014, background): “Reading comprehension is the ultimate goal of reading instruction (Snow, 2002) for good reason.”
What Research Says about Vocabulary Instruction for Students with Learning Disabilities (2004, background): “Further, the recent RAND report, Reading for Understanding, suggests that vocabulary and word knowledge can contribute to improved comprehension, and it provides a sound rationale for increased emphasis on vocabulary instruction (Snow, 2002).”
The Simple View of Reading Across Development: Prediction of Grade 3 Reading Comprehension From Prekindergarten Skills (2018, background): “Because of its validity, the simple view has had a substantial impact beyond academia, influencing educational policy and practice on the need to foster the skills that underpin word reading (Kendeou, Savage, & van den Broek, 2009) and also those that support comprehension (Snow, 2002).”
Prerequisite Skills for Reading Comprehension: Multi-Perspective Analysis of MCTest Datasets and Systems (2017, background): “Reading comprehension (RC) is “the process of simultaneously extracting and constructing meaning through interaction and involvement with written language” (Snow 2002).”
A Cognitive View of Reading Comprehension: Implications for Reading Difficulties (2014, background): “The importance of reading comprehension is also reﬂected in the extensive and impressive knowledge base that has been established in the ﬁelds of psychology, education, and cognitive sciences (RAND Reading Study Group, 2002).”
Deep‐Level Comprehension of Science Texts: The Role of the Reader and the Text (2005, background): “This problem is particularly pronounced in difficult subject areas such as science (Bowen, 1999; Snow, 2002).”
Curriculum Planning for All Learners: Applying Universal Design for Learning (UDL) to a High School Reading Comprehension Program (2008, background): “…curriculum content by bringing together principles of UDL (Hitchcock et al., 2002; Rose & Meyer, 2002), the PAL process, and research-based reading comprehension practices (Beck, McKeown, & Kucan, 2002; Palincsar & Brown, 1986; Pressley, 1998; Snow, 2002; Taylor et al., 2001; Wilson et al., 1997).”