Discusses the rationale for sustained silent reading, suggests methods for implementing it, reports on studies showing its positive effects, and notes problems and benefits involved in sustained silent reading programs. (DD)

Traces the rationale for removing Sustained Silent Reading from reading instruction as implied by the Reading First initiative. Suggests that no one is accepting responsibility. Notes the authors are apparently out of step with their teaching because they recommend and use many practices that have not been validated by studies conducted by the…

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

Suggests adding an uninterrupted sharing activity (USA) after uninterrupted sustained silent reading (USSR) to increase students' comprehension and enjoyment of reading. (MG)

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

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

Describes a study of the relationship between silent and oral reading comprehension as measured by an individualized diagnostic instrument. (RB)

Describes the process of mental modeling, a technique for helping poor readers become strategic readers by increasing their metacognitive control. (ARH)

Describes a technique to improve the benefits of Sustained Silent Reading (SSR). Provides sample questions which encourage students to monitor and gain insight into their own reading and responses to what they have read. (MM)

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)

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

Uses data from the ERIC system to review the practice of sustained silent reading. (FL)

Discusses the advantages and disadvantages of using oral or silent reading rates to evaluate reading ability. Argues that although there are potential problems with measuring reading rates, it can be a useful way of documenting students' progress. (MM)