Contrary to the claims of members of the National Reading Panel, there is strong evidence supporting the practice of in-school free reading. Many studies show "no difference" between in-school free reading and traditional instruction, but there are very few negative studies, and many positive studies. (The author's scorecard has 24 positive and three negative, with all negative studies short-term). Despite claims to the contrary, children really do read during sustained silent reading time, and there is little reason to be concerned that their selections are too "easy" or too "hard." Krashen has concluded that long-term studies are more likely to show positive results for in-school reading. Findings of "no difference" are more common in short-term studies.