Suggests that teachers try "mumble Reading" with beginning readers who have difficulty understanding what reading silently is. (JM)

Describes "Booktime," a modified form of sustained silent reading that produced positive results with first-grade poor readers. (FL)

Offers an outline of what research says about silent reading and comprehension. Presents suggestions to help children learn to read silently.

Describes the author's voluntary reading program in her second-grade classroom. Describes how her basic Drop Everything and Read program needed to be added to and tinkered with to keep students interested and motivated: paired reading and discussion, visual reading records, and praise and occasional rewards. (SR)

Advocates a supplementary reading program for kindergartners and first graders that is a combination of modified sustained silent reading and Booktime, after an investigatory study showed that, although highly thought of, SSR was difficult in practice in kindergarten and first-grade classrooms. (NKA)

Compares the reading strategies used by a high achieving English as a second language (ESL) student and a low-achieving native speaker of English during silent reading and concludes that the major differences between the strategies of the two were in the contextual area of reading. (FL)