Silent reading is now universally accepted as normal; indeed reading aloud to oneself may be interpreted as showing a lack of ability or understanding. Yet reading aloud was usual, indeed unavoidable, throughout antiquity and most of the middle ages. Saenger investigates the origins of the gradual separation of words within a continuous written text and the consequent development of silent reading. He then explores the spread of these practices throughout western Europe, and the eventual domination of silent reading in the late medieval period. A detailed work with substantial notes and appendices for reference.

Uses historical, linguistic, and literary evidence to discuss the reorientation of the text and reader towards one another. This work investigates changes in punctuation, sentence structure, and letter and diary writing in the period to illuminate the emergence of a different prose style and the birth of the narrator

Literacy leaders come together to give advice about silent reading instruction and how to make it work in your classroom. --from publisher description.

Steve Gardiner, a high school English teacher, describes how sustained silent reading can help students of all abilities and backgrounds improve their reading skills.

Although unable to speak or hear, lovely Lotus learns to perform the intricate story dances of the Cambodian court ballet.

"This book documents the latest research findings about the success of free voluntary reading in developing high levels of literacy"--Provided by publisher.

Building Student Literacy Through Sustained Silent Reading offers a powerful solution for teachers who want to improve their students' reading ability: Let students choose what they read and give them the time to read it. For 27 years, high school teacher Steve Gardiner has used the sustained silent reading (SSR) program in his English classes to help students of all abilities and backgrounds improve their literacy. Gardiner writes with refreshing candor about his own experiences developing a sustained silent reading program. He demonstrates convincingly that giving students 15 minutes of uninterrupted reading time each day can help them discover their own abilities and develop enduring reading habits. Gardiner also summarizes the research both for and against SSR as well as reactions from other teachers, students, and administrators to examine the program's effects on literacy—from reading proficiency to vocabulary and spelling skills, from content comprehension to writing. He demonstrates how teachers from elementary to secondary grade levels can adapt SSR for their classes' unique needs without interfering with mandated curriculum or lesson plans. In an environment where reading is an essential part of all subjects, Building Student Literacy Through Sustained Silent Reading shows how a simple and inexpensive program can not only help students achieve greater success in school, but give them a precious gift: the joy of reading.