In two eye-tracking experiments, we investigated the processing of information about phonological consistency of Chinese phonograms during sentence reading. In Experiment 1, we adopted the error disruption paradigm in silent reading and found significant effects of phonological consistency and homophony in the foveal vision, but only in a late…

Previous research has revealed conflicting results with regard to the role of the magnocellular visual system in reading and dyslexia. In order to investigate this further, the present study examined the relationship between performance on two magnocellular tasks (temporal gap detection and coherent motion), reading rate (oral and silent), and…

Many teachers and administrators are caught between opposing forces in education. Often, they're forced into compliance with scientifically based reading research (SBRR) requiring methods and materials that run counter to their own beliefs. Or, teachers are forced to eliminate reading methods that their own experience has shown to be effective.…

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)

Traces the rationale for removing Sustained Silent Reading from reading instruction as implied by the Reading First initiative. Suggests that no one is accepting responsibility. Notes the authors are apparently out of step with their teaching because they recommend and use many practices that have not been validated by studies conducted by the…

Contrary to the claims of members of the National Reading Panel, there is strong evidence supporting the practice of in-school free reading. Many studies show "no difference" between in-school free reading and traditional instruction, but there are very few negative studies, and many positive studies. (The author's scorecard has 24 positive and…

Reviews research concerning sustained silent reading and lists factors that are important in determining whether such a reading program is successful. (FL)

A study investigated whether sustained silent reading encourages college students to increase their reading rate. Subjects were 76 education majors or students otherwise interested in teaching who were enrolled in an undergraduate course in teaching reading/language arts in a university in the southeastern United States. Subjects recorded their…

This book provides an explanation of sustained silent reading, why it is important, and how to implement it in school and classroom programs. The book presents an overview of underlying research and reviews eight essential factors ensuring a program's success, explicitly identifying them and explaining how they may be incorporated. The factors…

Concludes that while Sustained Silent Reading (S.S.R.) may be an effective technique for teaching reading, the data which support it are inconclusive. (RB)

Concludes that when its guidelines are met, sustained silent reading seems to unite selected positive aspects of both direct and open instruction models into an effective activity. (FL)

Indicates that Sustained Silent Reading (SSR) is not superior to other methods used to increase reading skills. (RB)

In the past two decades, sustained silent reading (SSR) has gained attention as a component in many schools' reading programs. Some advocates of SSR differ slightly in their recommendations of specific rules, but most agree on the following guidelines: (1) no interruptions; (2) everyone reads, including the teacher; (3) students choose their own…

Uses data from the ERIC system to review the practice of sustained silent reading. (FL)

Reveals that first-grade students preferred to read silently, while third-grade students preferred oral reading. Third-grade readers' reasons for preferring oral reading indicated that they had been conditioned to view reading as a means of allowing teachers an opportunity to correct mistakes rather than as a communicative activity. (FL)