Advocates sustained silent reading (SSR) in elementary classrooms to ensure a positive attitude towards reading. Defines important aspects of SSR and discusses its implementation and value. (SR)

Suggests guidelines, taken from adult reading groups, for teachers to use when establishing reading club groups in the classroom which include discussing the purpose for reading clubs, demonstrating how to choose a book to read, and establishing rules for the reading club groups. (NH)

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

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…

Gives suggestions for successful implementation of sustained silent reading. (MKM)

Suggests that teachers serve as models for children during sustained silent reading periods; teachers' behaviors and attitudes are reflected in those of their students. (JM)

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)

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

Describes the implementation of a version of Sustained Silent Reading (SSR), called the DEAR (Drop Everything And Read) program, throughout their school. Presents their experience with the program in the KWL format (what we KNOW, what we WANTED to know, and what we LEARNED). Provides a bibliography of 12 young adult short stories used in the…

Suggests adding an uninterrupted sharing activity (USA) after uninterrupted sustained silent reading (USSR) to increase students' comprehension and enjoyment of reading. (MG)

Discusses how to use sustained silent reading to encourage elementary students in independent reading. The strategies include making independent reading a key part of every day, being sure students know the strategies they should practice, and concluding independent reading sessions by discussing strategies. The paper presents a list of 13…

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…

This paper reports on the Reading Kiosks English literacy project carried out in Opa-settlement, Ile-Ife in Nigeria. In all, 46 girls between the ages of 7 and 22 years took part in activities such as journal writing, shared reading, uninterrupted sustained silent reading, world literacy day celebration, story telling, retelling and writing, a…