The Texts of Literacy Instruction: Obstacles to or Opportunities for Educational Equity?
July 11, 2022
Texts are a central part of reading. Yet our understandings of appropriate text features and distributions of text diets at different points in students’ reading development are limited. The thesis of the essay is that, if the trajectory of struggling readers is to change, attention is needed to the features of texts and students’ text diets, especially those of students who attend schools in heavily impacted communities.
Comprehension and Rate During Silent Reading: Why Do Some Students Do Poorly?
July 11, 2022
This exploratory study was designed to evaluate the interplay of students’ rate and comprehension in independent silent reading of accessible text, within the frameworks of the Simple View of Reading and the RAND Reading Study Group. In the first phase, 61 sixth graders were given a reading test (GRADE), a motivation questionnaire, and an on-screen measure of comprehension-based silent reading rate (SRF-O, adapted from aimswebPlus SRF) with on-grade and below-grade text. Two-thirds of students had perfect or near-perfect SRF-O comprehension, but the other one-third had moderate to poor comprehension. These weaker SRF-O comprehenders had relatively low GRADE scores, but others with comparable GRADE scores comprehended well on SRF-O. The poorest SRF-O comprehenders read with increasing rate and decreasing comprehension across the SRF-O texts. In the second phase, the 21 students with weaker SRF-O comprehension took an oral reading fluency (ORF) test and a paper form of the silent reading rate measure (SRF-P) in a one-on-one setting. All students comprehended well on SRF-P and their SRF-P rates correlated highly with GRADE and ORF. Results support the view that poor comprehension in independent silent reading of accessible text may be due to factors other than reading ability (such as assessment context) and that, when students read with comprehension, their rate is a good indicator of their reading ability.
The Decline of Comprehension-Based Silent Reading Efficiency in the United States: A Comparison of Current Data With Performance in 1960
July 11, 2022
This exploratory study was designed to evaluate the interplay of students’ rate and comprehension in independent silent reading of accessible text, within the frameworks of the Simple View of Reading and the RAND Reading Study Group. In the first phase, 61 sixth graders were given a reading test (GRADE), a motivation questionnaire, and an on-screen measure of comprehension-based silent reading rate (SRF-O, adapted from aimswebPlus SRF) with on-grade and below-grade text. Two-thirds of students had perfect or near-perfect SRF-O comprehension, but the other one-third had moderate to poor comprehension. These weaker SRF-O comprehenders had relatively low GRADE scores, but others with comparable GRADE scores comprehended well on SRF-O. The poorest SRF-O comprehenders read with increasing rate and decreasing comprehension across the SRF-O texts. In the second phase, the 21 students with weaker SRF-O comprehension took an oral reading fluency (ORF) test and a paper form of the silent reading rate measure (SRF-P) in a one-on-one setting. All students comprehended well on SRF-P and their SRF-P rates correlated highly with GRADE and ORF. Results support the view that poor comprehension in independent silent reading of accessible text may be due to factors other than reading ability (such as assessment context) and that, when students read with comprehension, their rate is a good indicator of their reading ability.
Teaching Stamina and Silent Reading in the Digital-Global Age
July 11, 2022
Most students can read, but they don’t have rigorous independent reading habits. What many students lack is stamina—the ability to persevere in reading texts on their own. Three critical aspects of the topic of stamina in silent reading are addressed by the chapters in this volume: (a) describing the problem and the construct of stamina, (b) describing evidence that stamina can be increased through intentional instruction, and (c) describing the next steps in the design of instruction and research.
Stamina in silent reading: The Forgotten Reading Proficiency
July 11, 2022
The new assessments developed by the SBAC and PARCC require third grade students to read the texts silently and for extensive periods of time.
Comprehension-Based Silent Reading Rates: What Do We Know? What Do We Need To Know?
July 11, 2022
This paper uses a review of research to consider a fundamental aspect of reading instruction that has been marginalized in policies and practices over the last decade: the development of silent reading habits that involve strong comprehension and optimal reading rates.
An Analysis of English-Spanish Cognates as a Source of General Academic Language
July 10, 2022
Three analyses of Spanish–English cognates were conducted, with the purpose of identifying features that might facilitate or inhibit bilingual students’ cognate recognition and cross-language transfer of vocabulary knowledge.
Are Students Really Reading in Independent Reading Contexts? An Examination of Comprehension-Based Silent Reading Rate
July 10, 2022
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.
A Focus on Vocabulary
June 23, 2022
Of the many compelling reasons for providing students with instruction to build vocabulary, none is more important than the contribution of vocabulary knowledge toreading comprehension. Indeed, one of the most enduring findings in reading research is the extent to which students’ vocabulary knowledge relates to their reading comprehension (e.g., Anderson & Freebody, 1981; Baumann, Kame‘enui, & Ash, 2003; Becker, 1977; Davis, 1942; Whipple, 1925). Most recently, the National Reading Panel (2000) concluded that comprehension development cannot be understood without a critical examination of the role played by vocabulary knowledge. Given that students’ success in school and beyond depends in great measure upon their ability to read with comprehension, there is an urgency to providing instruction that equips students with the skills and strategies necessary for lifelong vocabulary development. The focus of this booklet, therefore, is on vocabulary instruction as a component of reading comprehension. The booklet does not attempt to address issues related to stand-alone vocabulary-building programs and strategies.
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