Revisiting Silent Reading —
Abstract of

Chapter 11
Sharing the Stage: Using Oral and Silent Wide Reading to Develop Proficient Reading in the Early Grades

Paula J. Schwanenflugel

Melanie R. Kuhn

Gwynne Ellen Ash

This chapter focuses on Wide Fluency-Oriented Reading Instruction (or Wide FORI), which can be used to transition students from fluent oral reading to silent reading. Wide FORI emphasizes the oral reading of three texts per week, using scaffolding practices such as teacher modeling, echo, choral, and partner reading. Wide FORI also emphasizes the selection of complex texts that are somewhat above students' current reading level. The authors discuss the importance of carrying out 20—40 minutes per day of oral or silent reading practice as well as research that illustrates the benefits of Wide FORI on the development of reading fluency, word recognition skills, and comprehension.

Schwanenflugel, P.J., Kuhn, M.R., & Ash, G. (2010). Sharing the Stage: Using Oral and Silent Wide Reading to Develop Proficient Reading in the Early Grades. In E.H. Hiebert, & D. Reutzel (Eds.), Revisiting Silent Reading (pp. 181-197). Newark, DE: International Reading Association.