Effects of Sustained Silent Reading in the Elementary Classroom

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Introduction Many elementary schools promote sustained silent reading time. In sustained silent reading, students read silently for a designated time period every day in school. It will usually last for about 20-30 minutes. They select their own reading material and are not asked to answer comprehension questions or write book reports. Sustained Silent Reading is based on the theory that the more a student reads, the better the student will comprehend what they are reading. This will lead to better attitudes about reading, higher test scores and a better vocabulary. Teachers devote class time to drop everything they are working on so the students will have a chance to stop and read quietly to themselves. The term was introduced back in 1960; the basic rules for SSR were initiated in 1971 by McCracken. Sustained silent reading comes in many different forms. Schools have various names for it such as DEAR ( Drop Everything And Read) , FVR (Free Voluntary Reading, DIRT (Daily Individual Reading Time); SQUIRT (Sustained Quiet Un-Interrupted Reading Time), WEB (We Enjoy Books), and USSR (uninterrupted sustained silent reading).According to many researches SSR(Sustained Silent Reading) helps improve reading skill, vocabulary and also helps a student’s attitude toward reading. However, there are just as many researchers and teachers who do not believe SSR works in the classroom. Reports indicate that there is no significant improvement in reading comprehension, fluency or attitudes towards reading. Statement of the Problem The purpose of this study was to investigate the effects of Sustained Silent Reading on students in early elementary students. Two questions that I hope to answer through this study is “What i... ... middle of paper ... ...ry study of scaffold silent reading. Journal of Educational Research,102, 37-50. IX. National Institute of Child Health and Human Development. (2000). 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. July, 17,2011. http://www.nichd.nih.gov/publications/nrp/smallbook.htm. X. Philgreen,J.(2003). Questions teachers are asking about sustained silent reading. California Reader, 37, 42-53. XI. Robertson, C. (1996). Uninterrupted, sustained, silent reading: the rhetoric and the practice.Journal of Research in Reading, 19, 25-35. XII. Yoon, J.C. (2002). Three decades of sustained silent reading: a meta-analytic review of the effects of SSR on attitude toward reading. Reading Improvement, 36, 186-195.

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