Revisiting Silent Reading
Are Students Really Reading in Independent Reading Contexts? An Examination of Comprehension-Based Silent Reading Rate
Elfrieda H. Hiebert
Kathleen M. Wilson
When students are given a passage to read silently, how can teachers know if their students are really reading it and understanding what they read? These common questions from teachers about assessment and comprehension are addressed in Chapter 9 with a focus on understanding Comprehension-Based Silent Reading Rates (CBSRR). Driven by the lack of prior research available about silent reading fluency tied to comprehension, the authors describe the results of a study that sought to answer three questions: (1) How do students of different quartiles vary in their CBSRR? (2) What differences in reading stamina do students show in their CBSRR across an extended text? and (3) How consistent is the CBSRR of students in a digital context relative to a paper-and-pencil context?
Hiebert, E.H., Wilson, K.M., & Trainin, G. (2010).
Are Students Really Reading in Independent Reading Contexts? An Examination of Comprehension-Based Silent Reading Rate.
In E.H. Hiebert, & D. Reutzel (Eds.), Revisiting Silent Reading (pp. 151-167). Newark, DE: International Reading Association.