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Revisiting Silent Reading —
Abstract of
Chapter 6
Engaged Silent Reading
Emily A. Swan
Cassandra S. Coddington
John T. Guthrie
This chapter discusses six instructional practices that increase students' engaged silent reading. These include (1) emphasizing mastery goals based on content concepts, (2) providing choice and control, (3) making content and tasks relevant, (4) providing interesting texts, (5) providing opportunities for social collaboration, and (6) encouraging success. There is clear and powerful evidence of the connection among motivation, amount of silent reading, and reading achievement. Teachers who foster reading engagement instructionally in the classroom increase the amount of time students spend reading silently and their reading achievement. Conversely, teachers who do not foster engagement actually hinder their students reading achievement by increasing avoidant behaviors in the classroom.
Swan, E.A., Coddington, C.S., & Guthrie, J.T. (2010).
Engaged Silent Reading.
In E.H. Hiebert, & D. Reutzel (Eds.), Revisiting Silent Reading (pp. 95-111). Newark, DE: International Reading Association.
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