The independent reading program described in this lesson plan gives students time to read what they want to read, share what they have read, and receive the support they need for further reading explorations and reflections. Students will: work in a community of readers and learners, including other class members, family members, their teacher,…

Offers suggestions for recapturing the interest of students in silent reading. (FL)

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

Noble High School, a large school located in rural southern Maine, embraces the concept of smaller learning communities, and its more than 1,100 students are heterogeneously grouped into teams. Although Noble was recently cited as a model of rural education (NASSP, 2004), its students nevertheless struggle to develop important literacy skills. On…

Concludes that while Sustained Silent Reading (S.S.R.) may be an effective technique for teaching reading, the data which support it are inconclusive. (RB)

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

Concludes that when its guidelines are met, sustained silent reading seems to unite selected positive aspects of both direct and open instruction models into an effective activity. (FL)

Describes the development of uninterrupted sustained silent reading (USSR) as an integral part of the elementary school curriculum, and describes the use of a student attitude survey to determine the strengths and weaknesses of the USSR program in a particular classroom. Includes a copy of the survey. (HTH)

Describes a pilot program to determine the desirability of starting a sustained silent reading program. Reports on a survey that assessed student and faculty attitudes. (JT)

Describes six basic formats that can be used to teach reading in the elementary classroom: shared reading, read-aloud, guided reading, Readers Theatre, sustained silent reading, and literature circles. Includes descriptions of the focus of instruction, suggestions for implementation strategies, and examples of materials that could be utilized.…

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)

Describes some advantages of a remedial program that combines independent silent reading with individual conferences. Offers suggestions for teaching remedial reading. (MM)

Argues that, in addition to teaching reading skills, teachers need to schedule time for children to practice reading. Presents specific guidelines for implementing a Sustained Quiet Uninterrupted and Independent Reading Time (SQUIRT) program which include how to find time, set a purpose, and set procedures. (NH)

Providing students with time to read during school has been questioned by researchers and practitioners. This article reports on the efforts of one school to resuscitate a schoolwide initiative to provide students the opportunity to read. A single comment made by a student led to committee work and significant policy changes. A chronicle of events…

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…