Comprehension-Based Silent Reading Rates: What Do We Know? What Do We Need to Know?

Autor/inn/en	Hiebert, Elfrieda H.; Samuels, S. Jay; Rasinski, Timothy
Titel	Comprehension-Based Silent Reading Rates: What Do We Know? What Do We Need to Know?
Quelle	In: Literacy Research and Instruction, 51 (2012) 2, S.110-124 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1938-8071
DOI	10.1080/19388071.2010.531887
Schlagwörter	Silent Reading; Reading Comprehension; Reading Rate; Oral Reading; Evidence; Reading Habits; Reading Instruction + Suchen Sie Ihr Suchwort? Stilles Lesen; Leseverstehen; Reading readiness; Reading speed; Lesegeschwindigkeit; Oral work; Reading; Mündliche Übung; Leseprozess; Lesen; Evidenz; Reading habit; Lesegewohnheit; Leseunterricht
Abstract	This article uses a review of research to consider a fundamental aspect of reading instruction that has been marginalized in policies and practices over the last decade: the development of silent reading habits that involve strong comprehension and optimal reading rates. The review of research attends to typical development and performances of students at different levels and of varying proficiencies, the relationship between oral reading and silent reading comprehension, and typical instruction. Three studies are also summarized that illustrate growing attention to how comprehension-based silent reading can be supported through instruction. Finally, critical questions are raised that require research evidence if students are to be brought to the optimal comprehension-based silent reading rates needed for the digital-global age. (Contains 1 table.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10