Revisiting Silent Reading
Scaffolded Silent Reading: Improving the Conditions of Silent Reading Practice in Classrooms
D. Ray Reutzel
Cindy D. Jones
Terry H. Newman
This chapter examines research and classroom practices associated with independent reading practice provided students in elementary and high school settings. Research findings about independent silent reading practice, such as SSR, DEAR, Accelerated Reader, and so forth, in school classrooms are briefly reviewed and critiqued. Recent research conducted with third-grade students, Scaffolded Silent Reading (ScSR), provides new evidence about specific conditions that promote effective independent, silent reading practice that leads to reading growth and increased student motivation. This research, coupled with other recent research findings, is used to discuss future directions for effective use of independent reading practice in elementary and secondary school classrooms.
Reutzel, D., Jones, C.D., & Newman, T.H. (2010).
Scaffolded Silent Reading: Improving the Conditions of Silent Reading Practice in Classrooms.
In E.H. Hiebert, & D. Reutzel (Eds.), Revisiting Silent Reading (pp. 129-150). Newark, DE: International Reading Association.