Five junior high learning disabled students read a passage silently before reading it aloud or listened to the teacher read the passage aloud while following silently before reading aloud. Among results were that the systematic prepractice procedures were related to higher performance levels than the baseline (no prepractice). (Authors/MC)

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)

The purpose of this study was to determine if third-grade students could learn vocabulary incidentally through silent reading and by listening to stories read aloud as well as which method would produce the greater gain. Students listened to and read silently a total of 16 stories over the course of 8 weeks. Pretest and posttest scores on multiple…

This study examined the effects of background classical music on silent reading in a sixth grade class, in order to determine the amount and type of influence it would have on the reader's written response to what was read. Thirty-four suburban sixth graders from two history classes were selected for this study. The data was obtained over a period…

Research supported by the U.S. Office of Education, under provisions of the Cooperative Research Program. (DD)

Examines the possibility of a relationship between the level of intelligence of the reader and the amount of silent speech as well as between the occurrence of silent speech and the level of comprehension. Charts, tables, statistics. (Author/RB)

Reprints Thorndike's classic article which appeared in The Journal of Educational Psychology, Vol. VIII, No. 6, June 1917, pp. 323-32. (VJ)

Found that the ability of third grade students to answer literal and inferential comprehension questions was unaffected by the mode of reception (listening, oral reading, silent reading) when controls were imposed on reading achievement and difficulty level of the material. (FL)

Describes an effective procedure for getting "print-bound" poor comprehenders to attend actively to meaning while reading and to improve their comprehension and attitudes toward reading. (AEA)

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)

Summarizes studies of strategies used in silent reading and in locating information in books, noting that the findings provide information relevant to the teaching of silent reading. Points out that more work is needed both in the observation of reading strategies and in the discovery of effective means of teaching these strategies. (GT)

The relevance of psycholinguistics to reading is based on the premise that reading is the act of constructing meaning, first, foremost, and always. (MKM)

Reviews recent research on eye movements and skilled silent reading and notes the new emphasis on providing insight into the comprehension process. (MKM)