An increasing number of students are enrolling in colleges underprepared for the demands of college-level coursework. There is a need for innovative approaches for developmental reading instruction to improve long-term academic and career success. The purpose of this study was to investigate adult developmental reading students' attitudes…

For decades, minority students have been falling behind non-minority students, and schools have been striving to bridge this gap. It has, indeed, been challenging for middle and high schools, especially when striving to increase reading achievement: Since most middle and high school teachers are non-English teachers, they lack reading instruction…

Reviews the history and rationale of uninterrupted sustained silent reading and the research related to the technique. Draws conclusions regarding its effectiveness in reading instruction and its place in the elementary school curriculum. (FL)

Describes a program designed by educators in the Mukwanago, Wisconsin school system that used a variety of methods to encourage student reading, including a district-wide sustained silent reading day and a multiweek parent involvement program. (FL)

Investigates the overall effect of Sustained Silent Reading (SSR) on attitude toward reading and identifies the moderator variables of SSR on it. Suggests that providing a fixed period of time for students to read materials of their own choosing either for pleasure or for information facilitates their attitude toward reading. Supports the…

Describes how a single positive experience in self-selected reading of children's books resulted in a profound change in attitudes toward recreational reading among Korean teachers in English as a foreign language. Concludes that after the experience, nearly all teachers reported they were interested in using sustained silent reading in their…

Examines the effect of sustained silent reading and writing on achievement of seventh and eighth grade students reading two or more years below grade level. Finds significant improvement in reading achievement, writing, and attitude toward reading for both seventh and eighth grade students. (RS)

Describes a model self-improvement reading course for teachers incorporating the communications model, the skills model, and the sustained silent reading model. Concludes that basic reading skills instruction led to improvement in reading skills and that lesson plans incorporating course objectives were produced. (RS)