Suggests that upper elementary teachers should watch for signs that readers are going through a transition stage from oral to silent reading. Notes that if students do not make the transition with their peers, they may need sustained one-on-one help, especially to improve their attitude and control their inner critic. Presents a case study. (RS)

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)

Describes the reading styles of a group of first graders. Explains how mumbling reading gradually develops into silent reading. Provides an overview of the Project on Mumbling Reading and evaluates its effectiveness. Claims that more information is still needed for the development of silent reading and provides strategies to encourage the use of…

Offers teachers and parents practical suggestions for helping children to begin reading naturally. Looks at specific strategies for helping young children to learn to read, particularly a built-in success procedure emphasizing nonvisual aspects of reading. (RWB)