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…

Background: The Neale Analysis of Reading Ability (NARA) (Neale, 1997) is widely used in education and research. It provides measures of reading accuracy (decoding) and comprehension, which are frequently interpreted separately. Aims: Three studies were conducted to investigate the degree to which the NARA measures could be separated. Samples:…

Students in college basic skills programs will become more proficient writers not simply by being taught specific writing strategies, but also by greater exposure to the total linguistic system through reading. In the first of two reading projects initiated in an Ohio State University basic skills program, eight students participated voluntarily…

My goal in this article is to discuss the empirical support for extensive reading and explore its pedagogical applications in L2/FL learning. I argue that the benefits derived from diverse studies on extensive reading in many different contexts are so compelling that it will be inconceivable for teachers not to make it an important feature of…

Subjects named pictures on which words or nonwords were superimposed as distractors in this study designed to test whether the meaning of printed words is perceived directly or by means of phonetic recoding. (HOD)

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

Investigates relative effects of three modes of prereading assistance upon seventh graders' comprehension of a prose selection. (TO)

Argues for the acceptance of subvocalization while reading. (FL)

Suggestions from readers include a list of 144 practical things to read, and ways to use sustained silent reading in the secondary school classroom. (MKM)

Reviews the history and rationale of uninterrupted sustained silent reading and the research related to the technique. Draws conclusions regarding its effectiveness in reading instruction and its place in the elementary school curriculum. (FL)

Examines the phenomenon of "silent speech" (unconsciously translating what is read into a speechlike code to create meaning) based upon research of cognitive psychologists and psycholinguists. Develops a phonological model of reading based on this research; applies the model to technical communication--use of punctuation and pronouns,…

Curriculum-Based Measurement silent reading (CBM-SR) items have been found to be reliable and valid for measuring reading comprehension skills. This generalizability study reports the findings from administration of three CBM-SR passages to fifth through eighth grade students in one school district. Implications for the use of CBM-SR items for…

Describes the implementation of a version of Sustained Silent Reading (SSR), called the DEAR (Drop Everything And Read) program, throughout their school. Presents their experience with the program in the KWL format (what we KNOW, what we WANTED to know, and what we LEARNED). Provides a bibliography of 12 young adult short stories used in the…

Examines the tongue-twister effect to help determine the role of phonological information during silent reading. Concludes that the tongue-twister effect results from phonetic rather than visual confusion, and that the locus of the effect is within working memory. (MG)