This article uses a review of research to consider a fundamental aspect of reading instruction that has been marginalized in policies and practices over the last decade: the development of silent reading habits that involve strong comprehension and optimal reading rates. The review of research attends to typical development and performances of students at different levels and of varying proficiencies, the relationship between oral reading and silent reading comprehension, and typical instruction. Three studies are also summarized that illustrate growing attention to how comprehension-based silent reading can be supported through instruction. Finally, critical questions are raised that require research evidence if students are to be brought to the optimal comprehension-based silent reading rates needed for the digital-global age. (Contains 1 table.)