Takes a "tongue-in-cheek" look at employing N. A. Flanders' classroom observational technique, Interaction Process Analysis (IPA), for purposes of evaluating secondary students' reading behavior during Sustained Silent Reading. (Author)

We examined how children with and without oral language (word-finding) difficulties (WFD) perform on oral reading (OR) versus silent reading recognition (SRR) tasks when reading the same words and how lexical factors influenced OR accuracy, error patterns, and nature of miscues. Primary-grade students were administered an experimental reading…

Investigates the internalization process of reading among 32 first graders. Finds that more of the experimental group students (who were allowed to "mumble read" during instructional and silent reading time) were reading silently as well as having higher reading placements than the control group (whose vocalizations were suppressed). (RS)

Finds that grade two students' comprehension scores did not differ significantly between oral reading and silent reading, while grade three and four students' comprehension scores were significantly higher after oral reading. Argues that these findings are consistent with a Vygotskian model of the transition from oral to silent reading. (SR)

Reminds teachers of sound practices of reading instruction, such as silent reading, the reading writing relationship, effective questioning strategies, proper reinforcement strategies, and ways to avoid wasting time. States that under the pressure of the demands of teaching, teachers may forget the sound practices they already know. (RS)

Provides a rationale for incorporating the use of trade books in the elementary school reading program and offers suggestions for establishing classroom conditions that encourage students to read silently, promoting an interest in books, and assessing individual student success with silent reading. (HOD)