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Progress Monitoring Instrument Development: Silent Reading Fluency, Vocabulary, and Reading Comprehension. Technical Report #1110
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Nese, Joseph F. T.; Anderson, Daniel; Hoelscher, Kyle; Tindal, Gerald; Alonzo, Julie – Behavioral Research and Teaching, 2011
Curriculum-based measurement (CBM) is designed to measure students' academic status and growth so the effectiveness of instruction may be evaluated. In the most popular forms of reading CBM, the student's oral reading fluency is assessed. This behavior is difficult to sample in a computer-based format, a limitation that may be a function of the…
Descriptors: Curriculum Based Assessment, Silent Reading, Reading Fluency, Vocabulary
Orthographic Learning during Oral and Silent Reading
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de Jong, Peter F.; Share, David L. – Scientific Studies of Reading, 2007
This study examined orthographic learning in oral and silent reading conditions. Dutch third graders read, either aloud or silently, short texts containing novel target (pseudo) words. The acquisition of new word-specific orthographic knowledge was assessed several days later by comparing target spellings with homophonic spellings in tasks…
Descriptors: Grade 3, Silent Reading, Oral Reading, Independent Reading
Scaffolding Voluntary Summer Reading for Children in Grades 3 to 5: An Experimental Study
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Kim, James S.; White, Thomas G. – Scientific Studies of Reading, 2008
The effects of a voluntary summer reading intervention with teacher and parent scaffolding were investigated in an experimental study. A total of 24 teachers and 400 children in Grades 3, 4, and 5 were randomly assigned to one of four experimental conditions: control, books only, books with oral reading scaffolding, and books with oral reading and…
Descriptors: Silent Reading, Reading Fluency, Grade 3, Reading Instruction
Phonological Recoding and Rapid Orthographic Learning in Third-Graders' Silent Reading: A Critical Test of the Self-Teaching Hypothesis
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Bowey, Judith A.; Muller, David – Journal of Experimental Child Psychology, 2005
This study examined rapid orthographic learning following silent reading in third-grade children as a function of number of target nonword repetitions and test delay. In each of two test sessions at least 6 days apart, children read a series of short stories, with each story containing a different nonword repeated either four or eight times. In…
Descriptors: Silent Reading, Reading Processes, Phonology, Phonetic Transcription
Making Data-Driven Decisions: Silent Reading
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Trudel, Heidi – Reading Teacher, 2007
Due in part to conflicting opinions and research results, the practice of sustained silent reading (SSR) in schools has been questioned. After a frustrating experience with SSR, the author of this article began a data-driven decision-making process to gain new insights on how to structure silent reading in a classroom, including a comparison…
Descriptors: Private Schools, Sustained Silent Reading, Student Attitudes, Independent Reading
Evaluating Teacher Modeling as a Strategy to Increase Student Reading Behavior
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Methe, Scott A.; Hintze, John M. – School Psychology Review, 2003
The purpose of this research was to implement and evaluate a classroom strategy to increase student engagement in sustained silent reading (SSR), a form of school-based recreational reading. Teacher modeling was selected as the primary intervention. A within-subjects ABAB withdrawal design was used to evaluate the effectiveness of the…
Descriptors: Intervention, Sustained Silent Reading, Recreational Reading, Grade 3