According to interpretations of results from the latest oral reading fluency (ORF) study conducted by the National Assessment of Educational Progress (White et al., 2020), fourth-grade students who score below the basic standard require interventions that focus on word recognition, phonological decoding, and fluency. Before such mandates for…

Since Emmett Betts first devised a framework of independent, instructional, and frustration reading levels in the 1940s, these levels have played a large role in classroom assessment and instruction. It is important for teachers to have a deep understanding of the research that supports the reading level framework. This article identifies four key…

Many teachers and administrators are caught between opposing forces in education. Often, they're forced into compliance with scientifically based reading research (SBRR) requiring methods and materials that run counter to their own beliefs. Or, teachers are forced to eliminate reading methods that their own experience has shown to be effective.…

The reading workshop approach has been found to successfully improve students' reading comprehension and attitudes toward reading. "Reading workshop" is a term that initially referred to reading sessions that encouraged and supported the independent reading of literature, and it traditionally included reading minilessons, independent silent…

This article reports on a retooled Sustained Silent Reading (SSR) block in an intermediate classroom designed to meet the needs of all students. The authors discuss the benefits and obstacles to SSR and include the framework and classroom management tips that aided their successful implementation of an independent reading block. Students engaged…

The authors provide teachers with a rationale for engaging students in independent reading using a differentiated approach. By profiling types of readers, sharing observational tools, and offering teaching suggestions for each type of reader the authors give practical suggestions to facilitate reading engagement and make independent reading more…

Gives suggestions for successful implementation of sustained silent reading. (MKM)

Suggests that teachers serve as models for children during sustained silent reading periods; teachers' behaviors and attitudes are reflected in those of their students. (JM)

Offers reasons why teachers should focus on silent reading during instruction and use oral reading only for specific instructional purposes. (FL)

Reviews research indicating that subvocalization does not hinder reading ability and may assist less able readers. (Author/FL)

Demonstrates how engaging, effective oral fluency practice can be part of daily reading instruction and how such instruction and practice can help to develop independence and understanding in silent reading. Describes how the approach includes explicit teacher modeling and teacher-guided time for group and independent oral and silent reading…

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

Differences between oral and silent reading suggest both must be assessed in order to reveal thought processes. (MKM)

Questions the usefulness of oral reading for adequately evaluating the progress of a learner, providing valuable practice in reading, or entertaining others. (TO)