Describes a method of motivating students to read by using the uninterrupted sustained silent reading method. (MKM)

Offers reasons why teachers should focus on silent reading during instruction and use oral reading only for specific instructional purposes. (FL)

Demonstrates how engaging, effective oral fluency practice can be part of daily reading instruction and how such instruction and practice can help to develop independence and understanding in silent reading. Describes how the approach includes explicit teacher modeling and teacher-guided time for group and independent oral and silent reading…

Defines Uninterrupted Sustained Silent Reading and explains the need for it, how to use it effectively, what to expect from it, and what to do if something goes wrong. (FL)

Discusses the rationale for sustained silent reading, suggests methods for implementing it, reports on studies showing its positive effects, and notes problems and benefits involved in sustained silent reading programs. (DD)

Warns that students may misread or misunderstand texts during an individual reading activity. Urges teachers to pay close attention to how readers actually move into a story. (MM)

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)

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

Describes the Modified Guided Silent Reading Procedure (MGSR), which provides an instructional framework for teaching complex literacy and learning strategies to fluent readers of about nine years of age and above. Notes that the MGSR is student centered and consistent with beliefs about language and learning that underpin programs aligned to a…

Teachers can encourage students to see reading as meaning-making in a number of ways. Context support methods begin by ensuring that the context is already familiar to students so that word recognition is made easier. Language experience approaches encourage children to learn to read by first reading what they have produced. Real books, as…

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

Refers to the importance assigned to receptive skills in recent teaching plans, and proceeds to a new evaluation of silent reading in the form of so-called extensive reading. To the basic theoretical statements are added some practical working suggestions for the teacher. (IFS/WGA)

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)

Offers an outline of what research says about silent reading and comprehension. Presents suggestions to help children learn to read silently.