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

Two experiments studied the role of phonemic information in children's comprehension during silent reading. A sentence acceptability task indicated that readers required more time to read and comprehend sentences with word-initial phonemes (the "tongue-twister effect") than control sentences. When the first task was added to a digit…

Describes successful remedial work with a 16 year old whose habit of moving his lips while reading (subvocalization) indicated disrupted reading fluency. (SR)

Examines the degree to which audiotaped progressive muscle relaxation (PMR) training influenced the oral and silent reading performance of eight adolescents who were legally classified as emotionally disturbed. Finds that PMR training can have a positive influence on the reading performance of emotionally disturbed adolescents. (MG)

Assesses 48 French children's phonological skills from kindergarten to the end of grade two. Finds that the French-speaking children used phonological mediation in silent-reading tasks and that phonological processing contributes to the construction of the orthographic lexicon. (RS)

Discusses how to use sustained silent reading to encourage elementary students in independent reading. The strategies include making independent reading a key part of every day, being sure students know the strategies they should practice, and concluding independent reading sessions by discussing strategies. The paper presents a list of 13…

Describes a teaching method used to tackle a team project in which students may use every form of communication except speech. Students must analyze a problem and collaboratively develop and test possible solutions without talking. This process often changes preconceived ideas about themselves and others, and about scientific knowledge and problem…

This study examined rapid orthographic learning following silent reading in third-grade children as a function of number of target nonword repetitions and test delay. In each of two test sessions at least 6 days apart, children read a series of short stories, with each story containing a different nonword repeated either four or eight times. In…

The purpose of these two studies was to redirect interest to the Neurological Impress Method, a multisensory approach to reading instruction that occurs between a teacher and a student, which has been largely forgotten in mainstream and special education circles over the past decades. In addition to its emphasis on oral reading, we included a…

Reading therapy has been shown to be effective in treating reading disabilities (RD) in dyslexic children, but little is known of its use in subjects with mild mental retardation (MR). Twenty adult volunteers, with both RD and mild MR, underwent 60 consecutive weeks in a cognitive remediation program, and were compared with 32 untreated control…

We examined how children with and without oral language (word-finding) difficulties (WFD) perform on oral reading (OR) versus silent reading recognition (SRR) tasks when reading the same words and how lexical factors influenced OR accuracy, error patterns, and nature of miscues. Primary-grade students were administered an experimental reading…

This report, presented at the symposium "Deaf Readers: Clues to the Role of Sound in Reading," addresses the nature of phonological recoding--use of the inner voice in silent reading--for deaf readers. Studies are reported on the forms in which deaf readers recode the printed text. Findings noted include that deaf readers--specifically, second…

The prevailing assumption underlying practice in the classroom is that children acquire most of their new words from context during silent reading. The trouble with learning from silent reading is that many pupils do not read widely or quickly enough. Reading aloud to children will, however, allow them to participate in activity that they all can…

AN ANNOTATED LIST OF MATERIALS PARTICULARY SUITED TO TEACHING READING TO ADOLESCENT AND ADULT MALES IS PRESENTED. THE MATERIALS CITED SHOULD STIMULATE AND CHALLENGE READERS WHOSE ACHIEVEMENT LEVELS RANGE FROM GRADES 1 TO 6. A LIST OF PUBLISHERS WHO ARE PRINTING MATERIALS OF THIS TYPE IS INCLUDED. (JM)

Sustained silent reading (SSR) is a structured activity designed to allow students to engage in normal reading while in school. Characteristics of SSR include (1) students select their own materials to read, (2) each student reads silently during the SSR time period, (3) the teacher also reads silently, and (4) the period is ended by an informal…