Research
1. Garan, E. M., & DeVoogd, G. (2008). The benefits of sustained silent reading: Scientific research and common sense converge. The Reading Teacher, 62(4), 336–344. doi:10.1598/RT.62.4.6
Summary: Garan and DeVoogd offer an overview of the benefits that sustained silent reading (SSR) brings to the classroom. The article includes a brief discussion related to the debate on the use of SSR and provides creative ideas for its full implementation in the classroom. Teachers learn how to use SSR as common practice.
2. Kim, Y. S. (2015). Developmental, component-based model of reading fluency: An investigation of predictors of word-reading fluency, text reading fluency, and reading comprehension. Reading Research Quarterly, 50(4), 459–481. doi:10.1002/rrq.107
Summary: The primary goal of this study is to explain the difference between text reading fluency, word reading fluency, and reading comprehension. The study also explores the relationship between each construct. The study includes listening comprehension, emergent literacy predictors, and language and cognitive predictors. The study investigated the relationship and differences over time (longitudinal scale). The results of the study reveal how each construct interrelates to the development of text reading fluency, word read fluency, and reading comprehension.