The Development
of Silent Reading Habits
Welcome:
Hello students, my name is Violet Serna-Sjögreen and I´m going to be
your teacher in this course called “The
Development of Silent Reading Habits”.
With this course you are going to learn the relationship between oral
and silent reading and the development of proficient silent reading strategies
and habits, including comprehension-based silent reading rates, likely require
unique experiences and instruction.
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Enjoy!
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OBJECTIVES
·
The development of silent reading habits involves 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.
The Development of Silent Reading Habits
Silent reading rates exceed
oral reading rates by at least 30%, even for students at the 50th percentile in
the primary grades.
Once speech production become
stable in early adolescence, the amount of words that can be read silently
becomes substantially greater than can be read orally. simply creating silent
reading venues will not guarantee that students’ time will be used
productively.
However, under the right
conditions where students read texts at appropriate difficulty levels, they
process many more words in silent than in oral reading. In this context, our
focus is on a construct that has been described as comprehension-based silent
reading rate. As this term implies, the
emphasis on reading silent reading rate is always a function of appropriate
levels of comprehension. In considering comprehension based silent reading
rate, comprehension and rate are research on meaningful, silent reading where
the effects on comprehension are established. inseparable. The research on meaningful, silent reading
shows that the effects on comprehension are established.
The silent reading norms have a significant component that the various
oral reading norms that have proliferated over the past 20 years do not: the
silent reading norms are based on comprehension. This distinction is an
important one. We do not know how American students’ comprehension-based silent
reading rates compare to those of their counterparts 50 years ago. There is
data available, however, that can serve as a baseline for comparison.
The silent reading norms are: sample size, sampling
technique, range of grades represented, rates estimated in words per minute
(wpm), and reliability.
When follow-up where students read aloud texts that they have read
silently, data indicate that it is the speed with which students read, not
their word accuracy that distinguishes students who achieve different
standards. While there are differences in word accuracy across levels, these
differences are not statistically significant Comprehension-
Based Silent Reading Rates These differences in speed have been used as
added justification for an emphasis on oral reading in instruction and
assessment, as is discussed shortly. However, it appears that many students,
even those in the bottom quartile, can recognize almost 90% of the words in
grade-level texts.
This word recognition is slow, however, fourth graders who had been
classified as reading disabled read approximately 100 fewer words in a
one-minute reading of a text than their same-age, skilled reading peers.
When and in what contexts should comprehension-based silent reading rates
be developed?
In a domain
such as playing the piano, which, like reading involves both a cognitive and
physical component, practice and development occurs over an extended period of
time and as a result of substantial experience. Similarly, support for optimal
comprehension-based silent reading rates needs to be viewed as a long-term
endeavor with different emphases at different points.
At least for the students who depend on schools to become literate, good
silent reading does not just happen as a result of an emphasis on oral reading
fluency training.
For many students, good silent reading habits require that they
participate in structured silent reading experiences that model efficient
reading.
READING ASIGMENT
·
Read this story and answer these following questions.
1.
Did you read it once or twice?
2.
Are you ready
to answer questions about the reading without the reading.?
3.
Did you
understand the reading?
4.
How much time
did you spent in the reading?
5.
Do you like to
read? If is a No or a Yes. Why?
6.
If you like go
to EXEDRA BOOKS and buy a new one. GooD
LUCK!
·
EVALUATION
CRITERIA
1.
SEND THIS
ASSIGMENT ON SEPTEMBER 16TH
TO THIS MAIL
2.
You have to be
on time or you will loose 25% of the grade.
3.
Add fragments of reading searches to enrich you
assignment.
Denny’s is a popular
restaurant. They are in all the big cities in America. They serve breakfast,
lunch, and dinner. They are open 24 hours a day, 7 days a week. To please their
customers, Denny's announced a special event. On Monday after the Super Bowl,
they offered a free breakfast to everyone in America. The free meal was a Grand
Slam breakfast. The breakfast was from 6 a.m. to 2 p.m. They told everyone to
bring their appetites, not their cash. The delicious meal included pancakes,
eggs, bacon, and sausages. People got up at the crack of dawn to beat the rush.
Ben and Mary woke up at 5 a.m. Monday. They got dressed and drove to Denny’s.
They got in line at 5:20. “Oh, my,” said Mary. “There’s a hundred people in
front of us. Look how long this line is already. We should have come here at
4:20.” The line moved slowly forward. Ben started talking to the man behind
them. His name was Brad. Brad had brought his wife, their five kids, and his
brother’s four kids. “What a deal, huh? I only wish we had more kids to bring,”
Brad said. “They say there’s no such thing as a free lunch. But today Denny’s
is showing America that there is such a thing as a free breakfast.”
