This study examined silent reading rates (SRRs) in relation to students' estimated academic vocabulary grade levels (EVGLs) and comprehension accuracy (Comprehension Items Correct; compIC). Analyses were based on data from 288,934 students in grades 2-12 who completed an adaptive silent reading assessment that yielded measures of the three…

Virtual Reading Coach assesses student reading abilities with MindPlay's Universal Screener and automatically develops a unique, differentiated syllabus of instruction and mastery-based activities for every student, thus improving their reading fluency. This report includes its logic model, foundational literature review, and summaries of…

Language acquisition and memory models are created more quickly in the brain in early childhood. If reading habit is cultivated in children early, it will enhance their language skills and perception. This study aims to evaluate the conventional practices of reading habits in Indian children from lower, middle, and upper socio-economic backgrounds…

The present study measured the comprehension-based silent reading efficiency of U.S. students in grades 2, 4, 6, 8, 10, and 12. Students read standardized grade-level passages while an eye movement recording system was used to measure reading rate, fixations (eye stops) per word, fixation durations, and regressions (right-to-left eye movements)…

Lifelong learning is the only way to sustain proficient learning in a rapidly changing world. Knowledge and information are exploding across the globe. We need accurate ways to facilitate the process of drawing external factual information into an internal perceptive advantage from which to interpret and argue new information. Accurate and…

Assessing silent reading fluency in classroom environments is challenging. This article reports on a method of assessing silent reading using underlining, an approach that solves many problems other silent reading fluency assessment measures face. This method computationally monitors readers' silent reading fluency by the speed they underline…

The Test of Silent Contextual Reading Fluency (TOSCRF; Hammill, Wiederholt, & Allen, 2006), as its name implies, is designed to measure contextualized silent reading fluency in students aged 7 to 18. Its purposes are to identify good and poor readers, to measure contextual fluency, and to monitor reading development. The TOSCRF measures how…

Discusses the advantages of sustained silent reading as a method for developing life-long reading habits. (RB)

Emphasizes that the teacher as a role model is crucial to the success of Sustained Silent Reading (SSR). Suggests that teacher modeling of sharing activities immediately after SSR is also very important. (MG)

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…

Results of a study of the reading rate of 435 students varying from grade four through college support the theory that individuals typically read at a constant rate rather than adjusting their rate to the difficulty level of the material. (AEA)

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…

Twenty-four deaf and 24 hearing children were asked to locate three target letters (c,g, and h) in prose. Target letters were either phonemically modal (pronounced, as g in badge) or nonmodal (silent, as g in rough). Hearing children, as expected, detected significantly more modal than nonmodal forms, while deaf children detected the same number…

Sustained silent reading programs have many names, but share similar guidelines. Students read for enjoyment for an uninterrupted time daily, choose their own books and whether to finish them, observe teachers modeling good reading habits, and are not required to take tests or write book reports on their reading. (9 references) (MLH)