These are the footnotes for a brief excerpt from the Introduction to
The Read-Aloud Handbook (Penguin, 2006, 6th edition).

Footnotes for CHAPTER FIVE

(SSR—Sustained Silent Reading)

1. Report of the National Reading Panel: Teaching Children to Read: An Evidence-Based Assessment of the Scientific Research Literature on Reading and Its Implications for Reading Instruction, The Summary Report, (Washington, D.C.: National Institute of Child Health and Human Development, NIH, Publication 00-4754, 2000), p. 13. Available at: http://www.nichd.nih.gov/publications/nrp/smallbook.pdf.
2. The NRP's own scientific standards have come under severe attack since the report was issued, the most notable being: Steven L. Strauss, “Challenging the NICHD Reading Research Agenda,” Phi Delta Kappan, vol. 84, No. 06, February 2003, pp. 438-442; also: “Joanne Yatvin, Babes in the Woods: The Wanderings of the National Reading Panel,” Phi Delta Kappan, January 2002, pp. 364-369; also James Cunningham, "The National Reading Panel Report," review, Reading Research Quarterly, July/August/September 2001, pp. 326-335.
3. Stephen Krashen, "More Smoke and Mirrors: A Critique of the National Reading Panel Report on Fluency," Phi Delta Kappan, October 2001, pp. 119-123; also: Stephen Krashen, "Is In-School Free Reading Good for Children? Why the National Reading Panel Report Is (Still) Wrong," Phi Delta Kappan, February 2005, pp. 444-447; also: James Cunningham, Ibid.; and Elaine M. Garan, Resisting Mandates: How to Triumph With the Truth (Portsmouth, NH: Heinemann, 2002) pp. 22-24.
4. Keith E. Stanovich, “Matthew Effects in Reading: Some Consequences of Individual Differences in the Acquisition of Literacy,” Reading Research Quarterly, Fall 1986, pp. 360–407; also: Richard L. Allington, “Oral Reading,” in Handbook of Reading Research, P. David Pearson, editor (New York: Longman, 1984), pp. 829–64; also: Warwick B. Elley and Francis Mangubhai, “The impact of reading on second language learning,” Reading Research Quarterly, Fall 1983, pp. 53–67; and Mary A. Foertsch, Reading In and Out of School.
5. Irwin Kirsch, John de Jong, Dominique LaFontaine, Joy McQueen, Juliette Mendelovits, and Christian Monseur, Reading For Change: Performance And Engagement Across Countries, Results From Pisa 2000, Organisation For Economic Co-Operation And Development (OECD), online at http://213.253.134.29/OECD/pdfs/browseit/9602071e.pdf.
6. Warwick B. Elley, How in the World Do Students Read? (Hamburg: International Association for the Evaluation of Educational Achievement, July 1992).
7. P. L. Donahue, K. E. Voelkl, J. R. Campbell, and J. Mazzeo, J. NAEP 1998 Reading Report Card for the Nation and States. (Washington, DC: U.S. Department of Education, Office of Educational Research and Improvement, National Center for Education Statistics, 1999) ; also Ina V. S. Mullis et al., NAEP 1992 Trends in Academic Progress, ETS/Office of Educational Research and Improvement (Washington, DC: U.S. Department of Education, June 1994). Also found in America’s Smallest School: The Family, Educational Testing Service, at www.ets.org/research.
8. Stephen Krashen, The Power of Reading, second edition (Portsmouth, NH: Libraries Unlimited and Heinemann, 2004).
9. S. Jay Samuels, “Decoding and Automaticity: Helping Poor Readers Become Automatic at Word Recognition,” The Reading Teacher, April 1988, pp. 756–60; also: Richard Anderson, Linda Fielding, and Paul Wilson, “Growth in Reading and How Children Spend Their Time Outside of School,” Reading Research Quarterly, Summer 1988, pp. 285–303.
10. Richard C. Anderson, Elfrieda H. Hiebert, Judith A. Scott, Ian A. G. Wilkinson, Becoming a Nation of Readers: The Report of the Commission on Reading (Champaign-Urbana, IL: Center for the Study of Reading, 1985), p. 119.
11. Mark Sadoski, “An Attitude Survey for Sustained Silent Reading Programs,” Journal of Reading, May 1980, pp. 721–26.
12. Author of Big Brother and the National Reading Curriculum:  How Ideology Trumped Evidence (Heinemann) and What Really Matters for Struggling Readers (Longman).
13. Richard Allington, “If They Don’t Read Much, How They Gonna Get Good,” Journal of Reading, October 1977, pp. 57–61.
14. Anderson et al., “Growth in Reading,” p. 152.
15. Edward Fry and Elizabeth Sakiey, “Common Words Not Taught in Basal Reading Series,” The Reading Teacher, January 1986, pp. 395–98.
16. Robert A. McCracken and Marlene J. McCracken, “Modeling Is the Key to Sustained Silent Reading,” Reading Teacher, January 1978, pp. 406–8. See also Linda B. Gambrell, “Getting Started with Sustained Silent Reading and Keeping It Going,” The Reading Teacher, December 1978, pp. 328–31.
17. Alan Neuharth, "Why newspapers are more popular in Asia," USA Today, Op-ed, June 3, 2005, p. 15A; also: Alan Neuharth, "Why are newswpapers so popular in Japan?" USA Today, Op-ed, Nov. 26, 2004, p. 13A.
18. Jason Singer, “Lonesome Highways: In Japan, Big Tolls Drive Cars Away,” The Wall St. Journal, September 15, 2003, p. A1, A15.
19. Howard W. French, “The Rising Sun Sets on Japanese Publishing," The New York Times Book Review, December 10, 2000, p. 51.
20. Barbara Heyns, Summer Learning and the Effects of Schooling (New York: Academic Press, 1978). See also Doris R. Entwistle and Karl L. Alexander, “Summer Setback: Race, Poverty, School Composition, and Mathematical Achievement in the First Two Years of School,” American Sociological Review, 57, 1992, pp. 72–84; Barbara Heynes, “Schooling and Cognitive Development: Is There a Season for Learning,” Child Development, vol. 58, 1987, pp. 1151–60; Larry J. Mikulecky, “Stopping Summer Learning Loss Among At-Risk Youth,” Journal of Reading, April 1990, pp. 516–21; Harris Cooper, Barbara Nye, Kelly Charlton, James Lindsay, and Scott Greathouse, "The Effects of Summer Vacation on Achievement Test Scores: A Narrative and Meta-Analytic Review," Review of Educational Research, vol. 66, 3, Fall 1996, pp. 227-68; Richard L. Allington and Anne McGill-Franzen, “The Impact of Summer Setback on the Reading Achievement Gap,” Phi Delta Kappan, September 2003, pp. 68-75.
21. Jimmy Kim, "Summer Reading and the Ethnic Achievement Gap," Journal of Education for Students Places at Risk (JESPAR), vol. 9, 2, 2004, pp. 169-188; see also: Debra Viadero, "Reading Books Is Found to Ward Off 'Summer Slump,'" Education Week, May 5, 2004.
22. Paul E. Barton, Parsing the Achievement Gap at: http://www.ets.org/research/pic/parsing.pdf.
23. Greg Toppo, "Poor, minority kids face long odds in education," USA Today, November 24, 2003, p. 7D.
24. Stephen Krashen, "Does Accelerated Reader Work?" Journal of Children's Literature (2003) vol. .29 (2): 9, pp. 16-30, online at: http://www.sdkrashen.com/articles/does_accelerated_reader_work/index.html.
25. Linda M. Pavonetti, Kathryn M. Brimmer, and James F. Cipielewski, “Accelerated Reader: What are the lasting effects on the reading habits of middle school students exposed to Accelerated Reader in elementary grades?” Journal of Adolescent and Adult Literacy, 46:4, December 2002/January 2003. See also: Jean M. Stevenson and Jenny Webb Camarata, “Imposters in Whole Language Clothing: Undressing the Accelerated Reader Program,” Talking Points, Whole Language Umbrella/National Council of Teachers of English, April/May 2000, vol. 11, no. 2, pp. 8–11. I don't agree with everything in this article, but there are some points that are very valid.
26. John T. Guthrie, “Contexts for Engagement and Motivation in Reading,” at http://www.readingonline.org/articles/handbook/guthrie/ and in M. L. Kamil, P. B. Mosenthal, P. D. Pearson, & R. Barr R. (Eds.). (2000). Handbook of reading research: Volume III (New York: Erlbaum, 2000), pp. 403-422. See also: M. Csikszentmihalyi, "Literacy and intrinsic motivation," Daedalus, 1990, vol. 119, pp. 115-140 and M. Csikszentmihalyi, "Literacy and intrinsic motivation," in S.R. Graubard (Ed.), Literacy (New York: Noonday, 1991) pp. 115-140.
27. Irwin Kirsch et al.

Chapter one — p. 1  p. 2  p. 3

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