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by Jim Trelease
• Chapter Five footnotes •
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These are the footnotes for a brief excerpt from the Introduction to
The Read-Aloud Handbook (Penguin, 2013, 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, DC: National Institute of Child Health and Human Development, NIH, Publication 00-4754, 2000), p.13. Available online at pdf.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, February 2003, pp.438– 42.See also Joanne Yatvin, “Babes in the Woods: The Wanderings of the National Reading Panel,” Phi Delta Kappan, January 2002, pp. 364– 69; and James Cunningham, “The National Reading Panel Report,” Reading Research Quarterly 36, no. 3 (2001): 326–35.
  3. Stephen Krashen, “More Smoke and Mirrors: A Critique of the National Reading Panel Report on Fluency,” Phi Delta Kappan, October 2001, pp. 119– 23. See 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– 47; Cunningham, “The National Reading Panel Report”; Elaine M.Garan, Resisting Mandates: How to Triumph with the Truth (Portsmouth, NH: Heinemann, 2002), pp.22– 24; and Stephen Krashen, Free Voluntary Reading (Santa Barbara, CA: Libraries Unlimited, 2011).
  4. Stanovich, “Matthew Effects in Reading.” See also Richard L .Allington, “Oral Reading,” in Handbook of Reading Research, P. David Pearson, ed. (New York: Longman, 1984), pp.829– 64; Elley and Mangubhai, “The Impact of Reading on Second Language Learning”; and Foertsch, Reading In and Out of School.
  5. Kirsch et al., Reading for Change.
  6. Elley, How in the World Do Students Read?
  7. P .L.Donahue, K. E. Voelki, J. R. Campbell, and J. Mazzeo, 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). See also Ina V. S. Mullis et al., NAEP 1992 Trends in Academic Progress, ETS/Office of Educational Research and Improvement,; also found in America’s Smallest School: The Family, Educational Testing Service,
  8. 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 Mathematics Achievement in the First Two Years of School,” American Sociological Review 57, no.1 (1992): 72– 84; Barbara Heynes, “Schooling and Cognitive Development: Is There a Season for Learning?” Child Development 58, no.5 (1987): 1151–60; Larry J. Mikulecky, “Stopping Summer Learning Loss Among At-Risk Youth,” Journal of Reading 33, no.7 (1990): 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 66, no. 3 (1996): 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; Richard L. Allington, Anne McGill- Franzen, Gregory Camilli, Lunetta Williams et al., “Addressing Summer Reading Setback Among Economically Disadvantaged Elementary Students,” Reading Psychology 31, no. 5 (2010): 1–17; RichardL. Allington and Anne McGill- Franzen, “Got Books?” Educational Leadership, April 2008, pp. 20– 23; James S. Kim and Thomas G. White, “Teacher and Parent Scaffolding of Voluntary Summer Reading,” Reading Teacher 62, no. 2 (2008): 116–25. The “summer gap” was explored by American RadioWorks (American Public Media) in its podcast of May 27, 2011, summerslide.mp3.
  9. Jimmy Kim, “Summer Reading and the Ethnic Achievement Gap,” Journal of Education for Students Placed at Risk ( JESPAR) 9, no. 2 (2004): 169– 88. See also Debra Viadero, “Reading Books Is Found to Ward Off ‘Summer Slump,’ ” Education Week, May 5, 2004.
  10. Stephen Krashen, “Does Accelerated Reader Work?” Journal of Children’s Literature 29, no. 2 (2003): 16–30, . See also Krashen, Free Voluntary Reading, pp.45–52; and Steven Ross, John Nunnery, and Elizabeth Goldfeder, “A Randomized Experiment on the Effects of Accelerated Reader/Reading Renaissance in an Urban School District: Preliminary Evaluation Report,” University of Memphis (Memphis, TN: Center for Research in Educational Policy, 2004),; and John Nunnery and Steven Ross, “The Effects of the School Renaissance Program on Student Achievement in Reading and Mathematics,” Research in the Schools 14, no. 1 (2007): 40–59,
  11. 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, no. 4 (2002). See also Jean M. Stevenson and Jenny Webb Camarata, “Imposters in Whole Language Clothing: Undressing the Accelerated Reader Program,” Talking Points 11, no. 2 (2000): 8–11. I don’t agree with everything in this article, but there are some points that are very valid.
  12. Susan Straight, “Reading by the Numbers,” New York Times Book Review, August 30, 2009.

Footnotes by chapter — 1   2   3   5   7   8   9


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