Due in part to conflicting opinions and research results, the practice of sustained silent reading (SSR) in schools has been questioned. After a frustrating experience with SSR, the author of this article began a data-driven decision-making process to gain new insights on how to structure silent reading in a classroom, including a comparison…

Indicates that Sustained Silent Reading (SSR) is not superior to other methods used to increase reading skills. (RB)

Reviews the literature in the Educational Resources Information Center (ERIC) on teaching spelling and word attack skills at the elementary level. (RB)

Three principles are integral to any reading theory which provides reading teachers and researchers with the linguistic explanatory power required by linguistic theory. A clear understanding of language is dependent on the knowledge of what language is and how it works. There is an important distinction between competence and performance; most…

The development of cognitive processes is essential to the development of reading comprehension skills. (MKM)

Seeks answers to two questions using an informal Functions of Print Test: (1) are kindergartners aware of the functions of print, and (2) what do kindergartners view as the reasons for reading in our society? Finds, in general, children are aware of the functions of print and recognize the purpose for reading. (NH)

Explains the need for teaching elementary school students about expository text structure and presents a comprehensive method for doing this. (FL)

Argues that there is more to background experience than general knowledge--that concepts of print, language, story structue, and of reading's usefulness are equally important in developing early reading skills. (FL)

Reveals that traits associated with early readers from low socioeconomic backgrounds are similar to traits associated with early readers from higher socioeconomic levels. (FL)

Offers a six-step model for showing young children how to handle story problems. (FL)

Describes a method by which gifted and able students can conduct research on a topic of interest to them in order to develop their reading and writing skills in a meaningful context. (FL)

Describes five classifications of language usage (representatives, directives, expressives, commissives, and declarations). Suggests that teaching reading comprehension is a matter of helping children understand these uses of language. (RL)

Presents a fictitious dialogue in which a teacher of a college methods course in reading points out to her students that (1) people read for different purposes, (2) reading needs vary from community to community, and (3) teachers should investigate the reading needs of people in their communities. (GT)