The purpose of this meta-analysis was to evaluate the potential of two silent reading fluency measures as indicators of reading competence. Specifically, we analyzed score differences between the "Test of Silent Contextual Reading Fluency" (TOSCRF), the "Test of Silent Word Reading Fluency" (TOSWRF), and other standardized…

This review systematically identified and compared the technical adequacy (reliability and validity evidence) of reading curriculum-based measurement (CBM) tasks administered to students who are deaf and hard of hearing (DHH). This review included all available literature written in English. The nine studies identified used four CBM tasks: signed…

Encouraging children to read extensively has been a widely recommended approach to developing reading. The National Reading Panel published a review study reporting inconclusive findings regarding the benefits of such an approach. In this systematic narrative synthesis review, we provided an update and an extension of the NRP's review. We examined…

Eye-tracking studies have indicated that there are different kinds of silent reading. Simply having eyes on text does not always result in adequate comprehension. Understanding common eye-tracking measures that distinguish productive reading behaviors can help teachers promote better reading habits among students. This research synthesis…

A study investigated the effect Sustained Silent Reading (SSR) has had on literacy at Estancia High School in California which recently implemented an SSR program. It also examined the role SSR has on language development, comprehension, vocabulary, student attitudes, and its corollary consequence on the development of reading habits. A survey of…

Reviews research indicating that subvocalization does not hinder reading ability and may assist less able readers. (Author/FL)

Defines Uninterrupted Sustained Silent Reading and explains the need for it, how to use it effectively, what to expect from it, and what to do if something goes wrong. (FL)

Discusses the rationale for sustained silent reading, suggests methods for implementing it, reports on studies showing its positive effects, and notes problems and benefits involved in sustained silent reading programs. (DD)

Reviews the history and rationale of uninterrupted sustained silent reading and the research related to the technique. Draws conclusions regarding its effectiveness in reading instruction and its place in the elementary school curriculum. (FL)

Curriculum-Based Measurement silent reading (CBM-SR) items have been found to be reliable and valid for measuring reading comprehension skills. This generalizability study reports the findings from administration of three CBM-SR passages to fifth through eighth grade students in one school district. Implications for the use of CBM-SR items for…

Reviews research concerning sustained silent reading and lists factors that are important in determining whether such a reading program is successful. (FL)

Concludes that when its guidelines are met, sustained silent reading seems to unite selected positive aspects of both direct and open instruction models into an effective activity. (FL)

Summarizes studies of strategies used in silent reading and in locating information in books, noting that the findings provide information relevant to the teaching of silent reading. Points out that more work is needed both in the observation of reading strategies and in the discovery of effective means of teaching these strategies. (GT)

The relevance of psycholinguistics to reading is based on the premise that reading is the act of constructing meaning, first, foremost, and always. (MKM)

The effects of a voluntary summer reading intervention were assessed in a randomized field trial involving 552 students in 10 schools. In this study, fourth-grade children received eight books to read during their summer vacation and were encouraged by their teachers to practice oral reading at home with a family member and to use comprehension…