The role of subvocalization in 12 learning disabled (LD) adolescent readers' comprehension difficulties was studied. Nondisabled and LD readers were compared on silent reading and listening comprehension of noun lexical, verb lexical, semantic, and inferential sentences under conditions of suppressed and nonsuppressed subvocalization. (Author/SW)

Describes a reading scheme in which seventh-grade students engage in sustained silent reading for one class period per week and the reading gains made by the students in the first six months of the year. (HTH)

Describes a program designed by educators in the Mukwanago, Wisconsin school system that used a variety of methods to encourage student reading, including a district-wide sustained silent reading day and a multiweek parent involvement program. (FL)

Investigates the overall effect of Sustained Silent Reading (SSR) on attitude toward reading and identifies the moderator variables of SSR on it. Suggests that providing a fixed period of time for students to read materials of their own choosing either for pleasure or for information facilitates their attitude toward reading. Supports the…

Uses a concurrent speaking model to assess the importance of subvocalization during the reading of lengthy natural prose passages. Shows that having subjects count aloud while reading interfered with their comprehension and recall but did not affect the durability of the memory trace. Suggests the detrimental effect on comprehension was due to a…

Recommends Sustained Silent Reading (SSR) in grades 2-12 to improve students' reading and to teach them to love to read. Outlines rules for SSR, and offers notes to the teacher on its implementation. (SR)

A study of 11 boys, aged 12 to 14 with low reading ability, was conducted to discover what kinds of errors they made and whether or not differences might exist between error patterns in silent and oral reading. Miscue analysis was used to test oral reading while cloze procedures were used to test silent reading. Errors were categorized according…

Rated speech phrasality scores of 40 deaf students (ages 4-17) were correlated to their reading comprehension scores according to four oral word groupings: whole sentences, phrases, nonmeaningful fragmented word groups, and single words. Among results was phrasal speaker superiority in comprehending phrased material in response to factual (not…

Reviews findings on miscue analysis, a psycholinguistic study that seeks to explain why and how readers produce inaccuracies when they read words from the page. Discusses the classification of miscues, oral reading vs. silent reading, and the importance of context. (KH)

Two groups of children (ages 10 and 14) were compared on silent reading and listening comprehension of nouns, verbs, and concepts within and across sentences under conditions of suppressed and nonsuppressed phonological recoding to investigate the role of phonological recoding for the students' comprehension of the passage. (HOD)

Explores determinants of successful reading remediation by investigating relationship between client reading processes and gains made in silent reading comprehension. Students (28 subjects, grades two-nine) who recalled a high percentage of inferential information appeared more amenable to clinical remediation. Perception connectives use was also…

Converts silent reading rates into grade equivalent units. Finds that growth in reading rate is approximately constant each year in school for typical students. Presents grade equivalent data which provides reasonably valid, criterion-referenced grade equivalents that may be used to evaluate the status and progress of individuals or groups. (RS)

Weaknesses are apparent in two very popular informal reading comprehension measures. The Informal Reading Inventory (IRI) tests comprehension through questions only, while the Reading Miscue Inventory (RMI) is too cumbersome for the average classroom instructor to administer. Since both measures offer instructors ways of collecting data, they may…

Based on similar psycholinguistic principles to those on which Reading Miscue Analysis is based, the Qualitative Analysis of Silent and Oral Reading (QASOR) is a proposed framework for the investigation of individual variations in oral and silent reading behaviors. QASOR provides a framework for examining how well readers construct and reconstruct…

Discusses the use of extensive silent reading, its purpose, place in the course, methodology and choice of appropriate texts. (Text is in German.) (IFS/WGA)