Cumulative Project 

Alternatives to Traditional Silent Reading Programs 

PME 842 
Vivian Cai 

 
PROJECT TOPIC 

Introducing alternatives to traditional silent reading programs in intermediate 

classrooms that enhance silent reading fluency. 

STATEMENT OF RATIONALE 

I have chosen this topic because this is something I struggle with in my teaching practice. 
Like many teachers, I incorporate silent reading into my class schedule, in hopes of 
giving students freedom to choose something to read that is not enforced by a teacher or 
parent for once. However, I find that students are often looking at pictures in graphic 
novels and World Record books. I wonder if the time given to students for silent reading 
is actually effective in building literacy skills in intermediate grades as I am a little 
skeptical. Based on my research, traditional silent reading programs like DEAR are not as 
effective to enhancing literacy skills as some other programs. I thought it would be a 
good idea to introduce these newer lesser-known reading programs to the teachers at my 
school. 

I will be developing my project into a workshop to present to intermediate classroom 

teachers at my school on how to make in-class silent reading work effectively in 
improving silent reading fluency. My workshop will include a brief powerpoint 
presentation, with time for teachers to break out into small groups and explore resources 
attached in a separate document.  

RESEARCH EVIDENCE 
Key Points from Rasinski & Samuels (2011): 

Definition of fluency  

● Reading fluency is the ability to read orally with accuracy, quickly, and with 
expression 
● Fluency is the link between word recognition and comprehension 
● Must include: 
○ Automaticity: fast and effortless word recognition 
○ Expressiveness: dividing words into meaningful chunks  
● Developing fluency helps students become more competent in both oral reading 

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 and silent reading. The way one reads orally will be reflected in the way one reads 
silently. 
● Less fluent readers work so hard to focus their attention on decoding the words. 
In turn, they have very little energy left to focus on comprehension of the text.  

Key points from Hiebert & Reutzel (2010): 

History of silent reading: 

Popularized between 1960s-2000s when print material became more accessible. 

Silent Reading played an important role in U.S. elementary classrooms as a reserved 

time-slot for independent text reading, as a core reading program, and as a free-time 
activity. 

The National Reading Panel (NRP; National Institute of Child Health and Human 
Development, 2002) found no evidence to support the benefits of silent reading time in 
improving reading skills and achievement. They found no significant statistical support 
for a relationship between independent reading practice and increases in reading 
achievement.  

Key points from Reutzel, Fawson, and Smith (2008) 

Scaffolded Silent Reading is an approach to reading fluency practice that specifically 
addresses many of the previously described weaknesses associated with traditionally 
implemented SSR.  
ScSR makes use of silent reading practice of independent-level texts selected with teacher 
guidance from among varied genres. Periodic teacher monitoring of and interaction with 
individual students is coupled with accountability through completed book response 
assignments. 

1. Teachers carefully arrange classroom library to guide student’s reading choices 

toward appropriately challenging books by placing books in clearly labeled 
shelves or bins. 
2. Teachers can colour code book levels using stickers or cloth on book spines. 
3. Teachers teach explicit text selection strategies so students can practice 
independent reading accurately and effortlessly. 
4. Daily ScSR practice begins with a short 5-8 minute lesson including explanation 
and modeling an element of fluent reading. 
5. Children are dismissed to select a new book or previously selected book and 
choose an area of the classroom to read. 
6. Students engage in 20 minutes of independent, silent reading on a daily basis. 

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 7. As students read, the teacher conducts individual monitoring conferences (IMCs) - 
4-5 per day. Teacher should conference with each student once a week. 
○ Student reads aloud while teacher records running record analysis 
(1-2min) 
○ Teacher initiates discussion of content, student is asked to retell what 
they’ve read (2 min). 
○ Ask each child to set a goal of a date they plan to finish reading this book 
and select how they will share what the book is about from a list of book 
response projects. 

Key Points from Pennington (2011): 

According to the Report of the National Reading Panel (2000), the experimental design 
studies on SSR indicate no statistically or educationally significant differences between 
those students who do SSR and those students who do not. 

Research does NOT support SSR in building reading fluency skills.  

● Lack of explicit teaching of reading strategies 

● Lack of monitoring  
● Lack of interacting about text 
● Lack of student accountability for time spent reading 
● Lack of opportunity for reader response 
● Turns recreational reading into a school thing 

Does not necessarily mean SSR won’t work, but alternative programs exist that are 
proven to achieve better results. 

 
Key Points from Reconsidering Silent Reading (2015): 

● Student self-selection of reading materials: Teacher should guide students and 

teach strategies on how to choose good texts to read. Books should be interesting 
and draw from a variety of genres and topics, be at an appropriate difficulty level. 
Important for struggling readers who often select books that are too hard. 
● Student engagement and time on task: Teachers should monitor students during 
silent reading and emphasize that it is time to practice reading skills, not free 
time.  
● Accountability: Accountability builds reading stamina and proficiency. Methods 
include reading logs, reader response, anecdotal records. 

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 ● Interactions: Important to foster teacher-student and student-student 
conversations about books. Teachers should use silent reading time to engage 
with students about what they’re reading instead of just modelling silent reading 
at their desk. 

Key Points from Reutzel & Juth (2014):  

Traditional independent reading programs that allow free and voluntary recreational 
reading known as SSR(Sustained Silent Reading) or DEAR(Drop Everything And Read) are 
what most teachers are using in their classrooms, but evidence shows that they are not 
as effective as they can be for enhancing reading fluency. Newer silent reading programs 
include four evidence-based components for supporting the development of silent 
reading fluency:  

1. Allocated practice time - allocate 15-20 minutes daily for reading practice in class 
2. Supportive classroom environment - create an effective classroom library. Label 
library shelves, use book tubs, label genres, code difficulty levels, recommended 
10 books per student or roughly 250-300 books per classroom library. 
3. Engaged reading - allow student choice within certain parameters, encourage 
wide reading across genres with monitoring and feedback, use reading genre 
wheel  
4. Teacher scaffolding and instruction - short 5-8 minute explicit lessons on book 
selection strategies, how to use classroom library, 3-5 finger rule, modeling fluent 
reading 

 
Key Points from Walker (2013): 

“ScSR is intended to provide students with the necessary support, guidance, structure, 
accountability, and monitoring so they can transfer their successful oral reading skills to 
successful and effective silent reading practice” 

Effective ScSR program should include these components:  

● An accessible, organized, leveled classroom and/or school library 
● Appropriate matching of students and texts 
● Student- and teacher-led book talks 
● Quarterly reading goals set by students 
● Consistent time to read independently 
● Active teacher instruction, guidance, interaction, and monitoring of students 
● Teacher facilitation of regular book conferences with students 

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 ● Independent student reading log and response portfolio 
● Book response opportunities 
● Recognition and feedback for students’ independent reading 

 
Key Points from Kelley & Causen-Grace (2006): 

● R5 is an independent reading block created to support engagement and encourage 

strategic independent reading 
● The structure of R5 is divided into three phases: Read and Relax, Reflect and 
Respond, and Rap. 
● The total time spent in the three phases of R5 averages between 30-40 minutes, 
but the time in each phase varies from the beginning of the year to the end of the 
year, as students take on more responsibility for their reading, build the stamina 
to read independently, and are able to more fully engage with their reading. 
 
R5 contains five key elements:  
1. Teacher assists with book selection. 
2. Students keep track of their reading. 
3. Students complete a response about their reading. 
4. Teacher and students engage in discussion. 
5. Teacher does not read during independent reading. 
 
And 3 rules: 
1. Students must have reading materials selected prior to the beginning of R5. 
2. Students cannot get up for any reason during R5 (restroom and water breaks are 
provided before). 
3. Students cannot talk to others, unless in a teacher conference or during Rap. 
 
Read & Relax:  

● 10-20 minutes of student silent reading while teacher completes brief 

status-of-the-class to monitor book selection, determine reading progress, and 
provide brief feedback. 
● Teachers can conference with 1-2 students during this time. Formal recorded 10 
minute conferences occur on a monthly basis.  
● Each student has a conference folder which includes a running log of books read, 
strategy reflections, strategy plan. 
● Teacher asks discussion, probing, and clarifying questions and discusses strategy 

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 plan and set a goal for next month's conference. 

Reflect and Respond 

 
● Students write brief responses in his/her reading logs. 
● To record what has been read and allow students to process what they have read 
through writing. 
● Response stems at the top of the page prompt student reflections. 
● This step only takes a few minutes. 
 

Rap 

● Students share their insights with a partner. 

● Students are then invited to share something interesting their partner has 
described during whole-class share. 
● Students identify strategies mentioned in the share which gives students 
immediate feedback each day. 
● Time spent in Rap is 10-15 minutes. 

   

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REFERENCES 

Hiebert, E. H., & Reutzel, D. R. (Eds.). (2010). Revisiting silent reading: New directions for 
teachers and researchers. Newark, DE: International Reading Association. 

Kelley, M., & Clausen-Grace, N. (2006). R⁵: The Sustained Silent Reading Makeover That 
Transformed Readers. The Reading Teacher, 60(2), 148-156.  

Pennington, M. (2011). Why Sustained Silent Reading (SSR) Doesn't Work. Retrieved from 
https://blog.penningtonpublishing.com/reading/why-sustained-silent-reading-ssr-d
oesnt-work/  
Rasinski, T. V., & Samuels, S. J. (2011). Reading fluency: What it is and what it is not. In S. 
J. Samuels & A. E. Farstrup (Eds.), ​What research has to say about reading 
instruction​ (4th ed., pp. 94-114). Newark, DE: International Reading Association. 

Reconsidering Silent Reading. (2015). Reading Rockets. Retrieved from 

https://www.readingrockets.org/article/reconsidering-silent-reading  

Reutzel, D.R., Fawson, P.C., & Smith, J.A. (2008). Reconsidering silent sustained reading: 
An exploratory study of scaffolded silent reading. Journal of Educational 
Research, 102(1), 37–50. 

Reutzel, D.R., & Juth, S. (2014). Supporting the Development of Silent Reading Fluency: An 
Evidence-Based Framework for the Intermediate Grades (3-6). International 
Electronic Journal of Elementary Education. 7. 3-22.  

Walker, K. (2013). Policy and Advocacy: Scaffolded Silent Reading (ScSR): Advocating a 
Policy for Adolescents’ Independent Reading. Journal of Adolescent & Adult 
Literacy. 57. 10.1002/JAAL.235.  

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