The goal of this study was to compare the efficacy of assisted reading with digital audiobooks with the traditional practice of sustained silent reading (SSR) in terms of reading fluency and reading attitude with upper elementary students with reading disabilities. Treatment group participants selected authentic children's literature and engaged…

Describes a method of motivating students to read by using the uninterrupted sustained silent reading method. (MKM)

The feasibility of administering the Woodcock Passage Comprehension Test in written rather than oral form was examined. The written test was found to be a quick and valid assessment of students' reading achievement. (MKM)

Reviews research concerning sustained silent reading and lists factors that are important in determining whether such a reading program is successful. (FL)

Offers suggestions for recapturing the interest of students in silent reading. (FL)

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 development of uninterrupted sustained silent reading (USSR) as an integral part of the elementary school curriculum, and describes the use of a student attitude survey to determine the strengths and weaknesses of the USSR program in a particular classroom. Includes a copy of the survey. (HTH)

The relevance of psycholinguistics to reading is based on the premise that reading is the act of constructing meaning, first, foremost, and always. (MKM)

Reveals that first-grade students preferred to read silently, while third-grade students preferred oral reading. Third-grade readers' reasons for preferring oral reading indicated that they had been conditioned to view reading as a means of allowing teachers an opportunity to correct mistakes rather than as a communicative activity. (FL)

Studies the effect of sustained silent reading (SSR) on recreational reading habits after termination of instruction. Finds that SSR students read more than those not in the program, and that SSR has no impact on above average readers, great impact on average readers, and little impact on below average readers. (RS)

Reports that regular participation by groups of fifth- and sixth- grade students in a program of uninterrupted sustained silent reading was accompanied by improved performance on a measure of reading achievement over groups who did not participate in the program. Whether the program affected reading attitudes is not clear. (FL)

Examines the effect of sustained silent reading (SSR) on reading attitudes of boys and girls. Finds that boys have a substantially poorer attitude toward reading than girls and that SSR has no demonstrable effect on either sex. (RS)

Concludes, among other things, that fluent oral reading is an important step toward reading for meaning and independent silent reading and that silent reading should be encouraged from the beginning of reading instruction. (FL)

Concludes that oral reading should be given additional emphasis in the elementary grades. (FL)

Describes a schoolwide reading project that involves parents in reinforcing children's application of reading skills. During Home Sustained Silent Reading (HSSR), both parents and children read without interruption for a fixed period of time to foster the enjoyment of reading. (SRT)