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 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)

Describes a pilot program to determine the desirability of starting a sustained silent reading program. Reports on a survey that assessed student and faculty attitudes. (JT)

Describes some advantages of a remedial program that combines independent silent reading with individual conferences. Offers suggestions for teaching remedial reading. (MM)

Suggests a list of recommendations teachers and administrators will want to consider before embarking on a program of sustained silent reading. (RB)

Discusses the use of performance contracts to teach reading to secondary school students in classes classified as "corrective,""developmental," and "enrichment." (HOD)

Recommends using the technique of uninterrupted sustained silent reading to improve student attitudes toward reading. (AEA)

Describes how Uninterrupted Sustained Silent Reading has been successfully incorporated into college reading classes with developmental learners as an authentic method of assessing and improving students' attitudes toward reading. (SR)

Although a junior high school sustained silent-reading program showed no effect on student reading achievement, significant differences on four reading attitudes between students in that school and students in schools without such a program were considered tangible evidence supporting continuation of the program. (JT)

Practical suggestions from teachers include activities for defining new English words, using free association and writing, stocking the sustained silent reading library, and using the compare/contrast strategy for word recognition. (MKM)

Reports that junior high school students who spent an entire school year in a formal sustained silent reading program made dramatic increases in reading ability and interest. (AEA)

Suggests reasons why a sustained silent-reading program failed to work at a San Diego high school. (JT)

Presents four brief articles which describe (1) ideas for teaching vocabulary through cooperative learning; (2) ways to include discussion in sustained silent reading; (3) an artistic prewriting activity; and (4) the effects of background television viewing on studying. (RS)