Readers share information on the use of the uninterrupted silent sustained reading method to change the reading attitudes of adult Native American students and on the use of taped books with high school remedial reading students. (MKM)

Suggestions from readers include a list of 144 practical things to read, and ways to use sustained silent reading in the secondary school classroom. (MKM)

Describes Sustained Silent Reading and Writing (SSRW), in which students write nonstop for five minutes about that day's silent reading. Notes that students using this strategy begin to use metacognitive strategies to increase their comprehension and make evaluative comments on what they read. (RS)

Describes the use of reading sheets--a single piece of paper where the student notes pages read, date, and a three-line summary of that day's reading--in conjunction with sustained silent reading. (SR)

A biofeedback study found that subvocalization neither hindered reading speed nor aided comprehension. Text readability and conceptual difficulty showed no effects. (AEA)

Describes the Modified Guided Silent Reading Procedure (MGSR), which provides an instructional framework for teaching complex literacy and learning strategies to fluent readers of about nine years of age and above. Notes that the MGSR is student centered and consistent with beliefs about language and learning that underpin programs aligned to a…

The FRI and GORT tests are reviewed with attention to test rationales and purposes, test development, test administration, and making the purchase choice. Concludes that the FRI is the preferable test. (JK)

Describes an effective procedure for getting "print-bound" poor comprehenders to attend actively to meaning while reading and to improve their comprehension and attitudes toward reading. (AEA)

Describes a pilot program to determine the desirability of starting a sustained silent reading program. Reports on a survey that assessed student and faculty attitudes. (JT)

Reviews recent research on eye movements and skilled silent reading and notes the new emphasis on providing insight into the comprehension process. (MKM)

Examines various written works by the Japanese to help explain reading in the Oriental way of thinking. (HOD)

Describes some advantages of a remedial program that combines independent silent reading with individual conferences. Offers suggestions for teaching remedial reading. (MM)

Suggests a list of recommendations teachers and administrators will want to consider before embarking on a program of sustained silent reading. (RB)

Discusses the use of performance contracts to teach reading to secondary school students in classes classified as "corrective,""developmental," and "enrichment." (HOD)