R 5: The Sustained Silent Reading makeover that transformed readers

Reading Teacher

Volumn 60, Issue 2, 2006, Pages 148-156

  Kelley, Michelle ^a   Clausen Grace, Nicki ^b  

^a UNIVERSITY OF CENTRAL FLORIDA   (United States)

^b Carillon Elementary   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 33750336308     PISSN: 00340561     EISSN: None     Source Type: Journal    
DOI: 10.1598/RT.60.2.5     Document Type: Article

References (25)

1. Allington, R.L. (2006). What really matters for struggling readers: Designing research-based programs (2nd ed.). Boston: Allyn & Bacon.
2. Alvermann, D. (1999). Adolescents' perceptions and negotiations of literacy practices in after-school read and talk clubs. American Educational Research Journal, 36, 221-264.
3. Anderson, R.C., & Nagy, W.E. (1992). The vocabulary conundrum. American Educator, 16(4), 14-18, 44-47.
4. Atwell, N. (1990). Coming to know: Writing to learn in the intermediate grades. Portsmouth, NH: Heinemann.
5. Atwell, N. (1998). In the middle: New understandings about writing, reading, and learning (2nd ed.). Portsmouth, NH: Heinemann.
6. Beers, K.B. (2002). When kids can't read: What teachers can do. Portsmouth, NH: Heinemann.
7. Cunninghan, A.E., & Stanovich, K.E. (1997). Early reading acquisition and its relation to reading experience and ability 10 years later. Developmental Psychology, 33, 934-945.
8. Davidson, J., & Koppenhaver, D. (1993). Adolescent literacy: What works and why. New York: Garland.
9. Feitelson, D., & Goldstein, Z. (1986). Patterns of book ownership and reading to young children in Israeli school-oriented and nonschool-oriented families. The Reading Teacher, 39, 924-930.
10. Gambrell, L.B. (1996). Creating classroom cultures that foster reading motivation. The Reading Teacher, 50, 14-25.
11. Gottfried, A.E. (1990). Academic intrinsic motivation in young elementary school children. Journal of Educational Psychology, 82, 525-538.
12. Guthrie, J.T., Wigfield, A., Metsala, J.L., & Cox, K.E. (1999). Motivational and cognitive predictors of text comprehension and reading amount. Scientific Studies of Reading, 3, 231-256.
13. Krashen, S. (1988). Do we learn to read by reading? The relationship between free reading and reading ability. In D. Tannen (Ed.), Linguistics in context: Connecting observation and understanding (pp. 269-298). Westport, CT: Ablex.
14. Krashen, S. (2004). False claims about literacy development. Educational Leadership, 61(6), 18-21.
15. Langer, J., & Close, E. (2001). Improving literary understanding through classroom conversation. Albany, NY: Center on English Learning and Achievement.
16. Marshall, J.C. (2002). Are they really reading: Expanding SSR in the middle grades. York, ME: Stenhouse.
17. McQuillan, J. (1998). The literacy crisis: False claims, real solutions. Portsmouth, NH: Heinemann.
18. National Assessment of Educational Progress. (1988). NAEP reading report card for the nation. Washington, DC: Author.
19. National Institute of Child Health and Human Development. (2000). Report of the National Reading Panel. Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction (NIH Publication No, 00-4769). Washington, DC: U.S. Government Printing Office.
20. Pearson, P.D. (1985). Changing the face of reading comprehension instruction. The Reading Teacher, 38, 724-738.
21. Pilgreen, J. (2000). The SSR handbook: How fo organize and manage a sustained silent reading program. Portsmouth, NH: Heinemann.
22. Routman, R. (2003). Reading essentials: The specifics you need to teach reading well. Portsmouth, NH: Heinemann.
23. Sweet, A., Guthrie, J.T., & Ng, M. (1998). Teachers' perceptions and students' reading motivations. Journal of Educational Psychology, 90, 210-223.
24. Wigfield, A., & Guthrie, J.T. (1997). Relations of children's motivation for reading to the amount and breadth of their reading. Journal of Educational Psychology, 89, 420-432.
25. Wilhelm, J. (1997). You gotta be the book: Teaching engaged and reflective reading with adolescents. New York: Teachers College Press.