Presenter Handouts from the Revisiting Silent Reading Institute & Information on the Summer Slide

Buckingham Fountain
in Chicago, Illinois

Back in May, I wrote a six part series about the institute I attended at the International Reading Association’s 55th annual convention in Chicago, 2010, Revisiting Silent Reading: New Directions for Teachers and Researchers. I promised I would include a link to the handouts once Elfrieda H. Hiebert posted them in her library on her website, www.textproject.org. Although I am a little late, I am now following through on that promise (Freddy posted them in June).

Click here to go to the 51 page pdf document of presenter handouts from that institute.
In the document, you will find the following presentations:

“Silent Reading Pedagogy: An historical perspective” by Susie Goodin and P. David Pearson. I discussed this part of the institute in part one of my six-part post.

“Silent Reading for Special Populations: Supporting Struggling Adolescent Readers in Digital Contexts” by Elfrieda H. Hiebert and Katherine Bach. I discussed this part of the institute in part six.

“A Comparison of Oral and Silent Reading Development” by Kathleen Wilson, Elfrieda H. Hiebert, and Guy Trainin. I did not discuss this part of the institute in my posts.

“Eye-Movements and Reading: Without them you cannot read” by S. Jay Samuels. I discussed this part of the institute in part two.

“Increasing Eyes on Text in High Impact Schools” by Devon Brenner. I discussed this part of the institute in part three.

“Silent Reading and Online Reading Comprehension” by Jacquelynn A. Malloy, Jill M. Castek, and Donald J. Leu. I did not discuss this part of the institute in my posts.

“Why So Much Oral Reading” by Richard Allington and Anne McGill-Franzen. I discussed this part of the institute in part four.

“R5: A Sustained Silent Reading Makeover” by Michelle J. Kelley and Nicki Clausen-Grace. You can find my discussion of this part of the institute in part five.

“Assessing English Language Learners’ Silent Reading: Problems, Perils, and Promising Directions” by Gary J. Ockey and D. Ray Reutzel. I did not discuss this part of the institute in my posts.

“Silent Reading for Struggling Readers: Pitfalls and Potential” by Sharon Vaughn, Nicole Pyle, and Colleen Reutebuch. I did not discuss this part of the institute in my posts.

In addition to this handout, Freddy also posted a pdf copy of chapter five that will appear in the book, Revisiting Silent Reading, edited by E.H. Hiebert & D.R. Reutzel and published by the International Reading Association. It is due to be published in September, 2010. I found this to be a very interesting read about how to stop the summer slide for poor children. Click here to access, “Can Silent Reading in the Summer Reduce Socioeconomic Differences in Reading Achievement?” (White & Kim).

In response to that chapter, Freddy created a webinar about the summer slide. Click here to access the webinar, “Stopping the Summer Slide with SummerReads™” and the SummerReads™ text she created for children for these purposes. The materials for children are free!

I wish I had posted this earlier because the summer is almost over for American students. However, perhaps you can use them on a holiday break during the school year or remember them for next summer. If you have used the texts with your own children or recommended them to your students, I would love to hear about it! If you have not heard Freddy speak before, I think you will find interesting tidbits about reading instruction throughout the webinar.

Note: I love shared knowledge and shared reflection. If you have something to share or something that pushes thinking in any way, I would love to hear about it. If you do not have time to do that, can you spare a second to click on the stars below to rate this post on a scale of 1 to 10? Thanks a bunch and happy TWRCing!