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25 Sep 2014

Revisiting Silent Reading: New Directions for Teachers and Researchers

Elfrieda H. Hiebert & D. Ray Reutzel


Hiebert, E.H., & Reutzel, D.R., (2014). Revisiting Silent Reading: New Directions for Teachers and Reseachers. (reprint of 2010 edition). Santa Cruz: TextProject, Inc.


Revisiting Silent Reading: New Directions for Teachers and Researchers brings together in a single volume current research and theory on silent reading practice, instruction, and assessment. Although correlational evidence demonstrates a robust relationship between volume of reading and students' reading achievement, the empirical evidence showing a causal relationship between volume of reading and students' reading achievement at the turn of the millennium was unconvincing and fragile. Building on and updating the conclusions and findings of the National Reading Panel (NRP; National Institute of Child Health and Human Development [NICHD], 2000) that questioned the effectiveness of independent, silent reading to promote students' reading fluency, achievement, and motivation, this new volume brings together scholars who for the past decade have focused their research and development of theory on understanding silent reading practice, instruction, and assessment to provide new directions for teachers and researchers. 

SECTION 1 Silent Reading: Perspectives and Frameworks

Silent Reading Pedagogy: A Historical Perspective — P. David Pearson and Susie Goodin

Eye Movements Make Reading Possible — S. jay Samuels, Elfrieda H. Hiebert, and Timothy V Rasinski

Why So Much Oral Reading? — Richard L. Allington and Anne McGill-Franzen

Developmental Considerations in Transferring Oral Reading Skills to Silent Reading — Gary Wright, Ross Sherman, and Timothy B. jones

Can Silent Reading in the Summer Reduce Socioeconomic Differences in Reading Achievement? — Thomas G. White and James S. Kim

SECTION 2 Silent Reading: Instruction and Opportunity

Engaged Silent Reading — Emily A. Swan, Cassandra S. Coddington, and John T. Guthrie

Sustained Silent Reading: An Update of the Research — Maryann Manning, Marta Lewis, and Marsha Lewis

Scaffolded Silent Reading: Improving the Conditions of Silent Reading Practice in Classrooms — D. Ray Reutzel, Cindy D. Jones, and Terry H. Newman

Are Students Really Reading in Independent Reading Contexts? An Examination of Comprehension-Based Silent Reading Rate — Elfrieda H. Hiebert, Kathleen M. Wilson, and Guy Trainin

R5: A Sustained Silent Reading Makeover That Works — Michelle J. Kelley and Nicki Clausen-Grace

Sharing the Stage: Using Oral and Silent Wide Reading to Develop Proficient Reading in the Early Grades — Paula J. Schwanenflugel, Melanie R. Kuhn, and Gwynne Ellen Ash

The Impact of Professional Development on Students' Opportunity to Read — Devon Brenner and Elfrieda H. Hiebert

SECTION 3 Silent Reading: Different Contexts, Different Readers

Silent Reading and Online Reading Comprehension — Jacquelynn A. Malloy, Jill M. Castek, and Donald J. Leu

Productive Sustained Reading in a Bilingual Class — Jo Worthy and Nancy Roser

Assessing English Learners' Silent Reading Ability: Problems, Perils, and Promising Directions — Gary J. Ockey and D. Ray Reutzel

Independent Silent Reading for Struggling Readers: Pitfalls and Potential — Angela Hairrell, Meaghan Edmonds, Sharon Vaughn, and Deborah Simmons