Exploring a guided, silent reading intervention: Effects on struggling third-grade readers’ achievement Instruction | Upper Elementary School Summary of Findings: The purpose of this study was to explore the effects of a supplementary, guided, silent reading intervention with 80 struggling third-grade readers who were retained at grade level as a result of poor performance on […]
Comprehension-Based Silent Reading Rates: What Do We Know? What Do We Need to Know? Instruction | Upper Elementary School | Middle School | High School Summary of Findings: This paper reviews research on the development of silent reading habits and examines instructional practices that can lead to good reading efficiency and strong comprehension. The authors […]
What is the effect of Reading Plus on ninth-grade intermediate ELL students’ reading scores as measured by the GRADE™? Instruction | High School | English Learners (EL) Purpose of Study: This research measured changes in the reading proficiency of ninth-grade English language learners (ELLs) following a twelve-week course of web-based silent reading practice using the […]
The Relationship Between a Silent Reading Fluency Instructional Protocol on Students’ Reading Comprehension and Achievement in an Urban School Setting Instruction | Upper Elementary School | Middle School | High School Summary of Findings: The study examined a large-scale implementation of Reading Plus to validate the effects as well as the feasibility of deployment of […]
The Effect of the Reading Plus Program on Reading Skills in Second Graders Instruction | Upper Elementary School Summary of Findings: While many previous effectiveness studies involving Reading Plus have found significant improvements in reading skills and oculomotor efficiency, some research only found gains in the latter. The goal of this study was to expand […]
Silent Word Reading Fluency and Temporal Vision Processing; Differences Between Good and Poor Readers Assessment | Middle School Summary of Findings: The study explored the relationship between students’ reading abilities, measures of temporal vision processing, and silent word reading fluency. Thirty-seven 7th-grade students were classified as “good” or “poor” readers via the Gates-MacGinitie Reading Comprehension […]