This study addresses the question of whether the use of problematic strategies is a threat to the effectiveness of a specific form of extensive reading. Extensive reading has been considered an effective way to receive comprehensible input in second language learning, and its benefits on the development of second language reading skills have been…

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…

In many schools, independent silent reading of self-selected books is used to promote reading. However, self-selection may be insufficient to counter negative reading experiences, particularly when students choose books not attuned to their reading level and interest. Two studies experimentally tested whether personalized expert guidance when…

Many of us are plagued by negative memories of sustained silent reading. In some of these memories, we are the students, attempting to read a book that didn't hold our interest or trying to read over the din of our disengaged classmates. In other memories, we are the teachers, suffering through a ten-minute classroom management nightmare, deciding…

This research sought to add to a body of knowledge that is severely underrepresented in the scientific literature, the effects of technological tools on reading comprehension and reading motivation in diverse secondary students from lower socioeconomic backgrounds. The study implemented an independent silent reading (ISR) program across a 5-month…

A study examined the reading performance of 16 individuals (ages 6-16) with Asperger syndrome. The Classroom Reading Inventory found students exhibited reading levels commensurate with their grade levels on Instructional, Frustration, and Listening Capacity. Silent Reading and Independent Reading levels, however, were below grade level. (Contains…

A study examined the extent to which third and fourth grade classroom teachers utilized commonly recommended practices for the use of children's literature. A 39 item questionnaire was constructed and then mailed to 600 third and fourth grade classroom teachers in eight urban and suburban public school districts in Southern California and…

A review of the literature indicates that instructional differences exist between the instruction given to good and poor readers. A study was conducted to examine the amount of actual reading of connected text, orally or silently, assigned during classroom reading instruction. Twenty-four first and second grade teachers from four school districts…