This study was designed to investigate the concurrent validity of the San Diego Quick Assessment as a measure to establish instructional reading level. Criterion variables used were the Metropolitan Achievement Test: Word Knowledge, Reading, and composite score and the Gray Oral Reading Test. An additional concern was to assess the capacity of the…

The article questions the increased use of highly structured instructional reading programs for hearing impaired students and suggests there is also a need for holistic approaches, such as the Adaptation of a Sustained Silent Reading approach to develop student skills and interests. (Author/DB)

Explains the use and benefits of silent, uninterrupted, sustained reading periods in elementary and middle grades. Indicates that the method not only improves reading and concentration skills, but allows the teacher to observe diagnostically the readers in his/her class. (DMM)

Reading test questions were classified as literal or inferential. The kind of question was controlled to determine the influence of test format on comprehension. Analysis of variance indicated no direct effects attributable to test format or kinds of comprehension. Contentions of deficits in automaticity and attentional focus in poor readers were…

The feasibility of administering the Woodcock Passage Comprehension Test in written rather than oral form was examined. The written test was found to be a quick and valid assessment of students' reading achievement. (MKM)

Describes Sustained Silent Reading and Writing (SSRW), in which students write nonstop for five minutes about that day's silent reading. Notes that students using this strategy begin to use metacognitive strategies to increase their comprehension and make evaluative comments on what they read. (RS)

Describes the use of reading sheets--a single piece of paper where the student notes pages read, date, and a three-line summary of that day's reading--in conjunction with sustained silent reading. (SR)

Presents a model of the constructs underlying silent reading comprehension. Defines the process as consisting of three whole-parts, each of which is a part of silent reading comprehension, yet is also a whole ability that itself consists of two or more parts. Presents a system of reading diagnosis in which construct-valid measures are administered…

Addresses the relationship between four eye movement parameters and reading speed of 20 twelve-year-old children during silent and oral reading. Predicts reading speed by the following variables: recognition span, average fixation duration, and number of regressive saccades. Indicates that in terms of reading speed, significant interrelationships…

The purpose of the present study was to compare the brain regions and systems that subserve lexical and sublexical processes in reading. In order to do so, three types of tasks were used: (i) silent reading of very high frequency regular words (lexical task); (ii) silent reading of nonwords (sublexical task); and, (iii) silent reading of very low…

Discusses the use of silent reading in foreign language teaching and various stages in perfecting silent reading. (Text is in German.) (IFS/WGA)

Three experiments explored whether recoding to speech during reading occurs before or after lexical access, or not at all. Tests determined the effects of a concurrent shadowing task on lexical information retrieval. Results indicate a model of reading in which speech recoding occurs after lexical access, with temporary word storage. (CHK)