Reading Volume, Stamina, & Silent Reading - Research Articles

Patterns of Silent Reading Rate and Comprehension as a Function of Developmental Status, Genre, and Text Position

Hayden, E., Hiebert, E.H., & Trainin, G., (in press). Patterns of Silent Reading Rate and Comprehension as a Function of Developmental Status, Genre, and Text Position. Reading Psychology.

Comprehension and Rate During Silent Reading: Why Do Some Students Do Poorly?

Hiebert, E.H. & Daniel, M., (2018). Comprehension and rate during silent reading: Why do some students do poorly?Reading and Writing, p1-24. https://doi.org/10.1007/s11145-018-9917-7

Prologue: Becoming Becoming a Nation of Readers

In this foreword to the special issue of the Journal of Education celebrating the 30th anniversary of the publication of Becoming a Nation of Readers: The Report of the Commission on Reading (BNR) (Anderson, Hiebert, Scott, & Wilkinson, 1985), we share the backstory of the making of BNR.

Wilkinson, I.A.G., Scott, J.A., Hiebert, E.H., & Anderson, R.C. (2016).  Prologue:  Becoming Becoming a Nation of Readers. Journal of Education, 196(3), 1-5.

The Decline of Comprehension-Based Silent Reading Efficiency in the United States: A Comparison of Current Data With Performance in 1960

Spichtig, A. N., Hiebert, E. H., Vorstius, C., Pascoe, J. P., David Pearson, P., & Radach, R. (2016). The Decline of Comprehension‐Based Silent Reading Efficiency in the United States: A Comparison of Current Data With Performance in 1960. Reading Research Quarterly, 51(2), 239-259.

The Forgotten Reading Proficiency cover

The Forgotten Reading Proficiency: Stamina in Silent Reading

The new assessments developed by the SBAC and PARCC require third grade students to read the texts silently and for extensive periods of time.

Hiebert, E.H. (March, 2014). The Forgotten Reading Proficiency: Stamina in Silent Reading. In E.H. Hiebert (Ed.), Stamina, Silent Reading, & the Common Core State Standards. Santa Cruz, CA: TextProject.

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Are Students Really Reading in Independent Reading Contexts? An Examination of Comprehension-Based Silent Reading Rate

As a result of the conclusion of the National Reading Panel that sustained silent reading has not proven particularly effective in increasing fluency and comprehension, policy-makers and administrators have raised questions about the effectiveness of silent reading during instructional time.

Hiebert, E.H., Wilson, K.M., Trainin, G. (2010). Are Students Really Reading in Independent Reading Contexts? An Examination of Comprehension-Based Silent Reading Rate. In E.H. Hiebert & D. Ray Reutzel (Eds.), Revisiting Silent Reading: New Directions for Teachers and Researchers. Newark, DE. IRA.

Building capacity in low-performing readers: Results of two months of Reading Plus® practice

In this report, we describe the progress of students with extreme reading deficits over the first two months of a webbased reading intervention, Reading Plus.

Hiebert, E.H., Spichtig, A., & Bender, R. (2013). Building capacity in low-performing readers: Results of two months of Reading Plus® practice. (Research Brief 2.1). Santa Cruz, CA: TextProject, Inc.

Comprehension-Based Silent Reading Rates: What Do We Know? What Do We Need To Know?

Hiebert, E.H., Samuels, S.J., & Rasinski, T.V. (2012). Comprehension-based silent reading rates: What do we know? What do we need to know? Literacy Research and Instruction, 51, 100-124.