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...
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...ry study of scaffold silent reading. Journal of Educational Research,102, 37-50.
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Slavin, R. E., Lake, C., Davis, S., & Maden, N. A. (2012). Effective Programs for Struggling Readers: A Best-Evidence Synthesis. Best Evidence Encyclopedia.
I almost forgot that I had a problem with reading. It’s so fascinating to know about people and their various opinions regarding their relationship with reading. For example in Richard Rodriquez’s essay he tries to explain himself when one day the nun concluded a session by asking him why he was so reluctant to read by himself. He then says, “I tried to explain; said something about the way written words made me feel alone---almost, I wanted to add but didn’t, as when I spoke to myself in a room just emptied of furniture.” (Rodriguez, page 294). Unlike the author, my case was completely opposite of him. I figured when I’m alone in an isolated place, I understand what I read way more in depth than I ever can while I’m surrounded by people. Though I truly like to read occasionally now, that still doesn’t mean I have become a
...udents, more research is needed to determine if specific factor were noted in all participants that would support the increase in reading fluency.
My previous conceptions and beliefs about reading have been challenged by looking at a different group of learners. Now, I have a more solid theoretical understanding understanding of the importance of reflective reading practices, in which the reader realize that reading is a complex process that is not determined for the fluency and “correctness” of matching the printed word with its expected and “appropriate” sound. I am also more aware of the importance of continuous support for struggling readers in post-secondary
Reading is on the decline and our reading skills are declining right along with the amount of reading we do. This is happening right across the board through both genders, all age groups and education levels, people are busy and they just do not have time to read books that they are not required to read for school or work. There are serious consequences to this neglect of reading that will continue to worsen if ignored. We need to take notice of what is happening to our culture and stop this situation from continuing, we must act to correct these issues that we are faced with. These things are discussed in the essay “Staying Awake’’ by Ursula K. Le Guin who uses the NEA essays “To Read or Not to Read’’ and “Reading at Risk’’ to support her argument that there is a decline in the amount of time that we are spending on reading and our ability to understand what it is that we are reading.
“The importance of reading to children is their ability to grasp abstract concepts, apply logic in various scenarios recognize cause and effect, and utilize judgement.” (Stan, n.d.) Reading helps with concentration and discipline. Which not only helps them in school but allows them to make better choices in everyday situations. Pie Corbett did his own research and discovered that “children were at risk of being left behind at school and failing to develop the creative talents needed to lead happy and productive lives.” If parents were told this, they might make better parental
While I believe every child is a reader, I do not believe every child will be enthralled with reading all the time. All students have the capability to read and enjoy reading, but just like any other hobby, interest will vary from student to student. The students in my classroom will be encouraged in their reading, be provided with choice, taught how books can take you into another world but, my students will not be forced to read. This paper will illustrate my philosophy of reading through the theories I relate to, the way I want to implement reading and writing curriculum, and the methods I will use motivate my students to read and help them become literate.
Sustained Silent Reading (SSR) is a component of many school-reading programs and has been widely used in the classroom for almost 40 years. The implementation of SSR varies to a large degree and research has been mixed regarding it effectiveness in relation to reading attitude and reading comprehension. Lyman C. Hunt, Jr. from the University of Vermont originally introduced the idea of Sustained Silent Reading in the early 1960’s. It gained popularity in the 1970’s with the guidelines provided by reading experts Robert and Marlene McCracken (Pilgreen, 2000; Trelease, 2001). National attention was given to SSR when Becoming a Nation of Readers: The Report of the Commission on Reading was published in 1985. The focus of the study was to examine the difficulties American students were having in the area of reading (Anderson, Hiebert, Scott, & Wilkinson, 1985). The report also stated the act of reading for pleasure is the best predictor of reading comprehension growth of vocabulary and reading achievement gains in elementary age students (p. 77-78).
...ding Panel. Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction(NIH Publication No. 00-4769). Washington, DC: Government Printing Office.
Reading is generally accepted as a way of acquiring new information and new knowledge. We began by first reviewing the articles that need to be compared, between Malaysia and Vietnam readers. The first, a student’s attitude is based on enjoyment in reading. Actually, most countries have a reaction of enjoyment while reading. Based on Malaysia, findings shown that 63% agreed that they enjoy reading. However, there were students (8%) who disagreed about enjoying reading. The findings also showed that the highest percentages (42%) of the respondents agreed that they read daily or almost every day. In Vietnam however, the country’s level of enjoyment in reading, (33%) of the respondents claimed that they enjoy the activity very much, followed by (29%) of those that found reading enjoyable, (20%) share a fair relationship with it. Only a small amount of participants show little
“Importance of Reading Aloud.” Importance of Reading Aloud | Reach Out and Read, www.reachoutandread.org/our-story/importance-of-reading-aloud/. 26 Sept 2017.
The document discourages personal judgement and instead highlights systematic “habits of mind” used to enhance reading (NFR&SW et al.). There are three primary steps involved in this system. The first step involves being aware of the things that are noticed while reading; the second step encourages focusing on those things that are noticed in order to rank them using personal value; and the third step addresses the reasoning behind how those things were noticed, how they were focused on, and why they were ranked a certain way (NFR&SW et al.). By reading this document, I developed a clearer understanding of how to read written texts more effectively, but it wasn’t until I read one of my favorite texts that I realized the effectiveness of this
Literacy skills are essential for a person to function in the world. Every aspect of a person’s life is influenced by literacy skills. Literacy skills are the foundation for learning other skills (Literacy Link South Central, n.d.). One aspect of literacy is reading. There are several components to reading: phonemic awareness, phonics, vocabulary, comprehension, and fluency. Then those areas are broken into skills and abilities. Some children seem to “pick-up” these skills, while others struggle. This essay will focus on what are fix-up strategies for reading comprehension, how to teach students these fix-up strategies, and why is it important to teach fix-up strategies to English Language Learners.
Many students have a hard time when it comes to reading. There are many reading inventions that can help students out. Reading inventions are strategies that help students who are having trouble reading. The interventions are techniques that can be used to assist in one on ones with students or working in small groups to help students become a better reader. Hannah is a student who seems to be struggling with many independent reading assignments. There can be many reasons that Hannah is struggling with the independent reading assignments. One of the reasons that Hannah can be struggling with is reading comprehension while she is reading on her on. Reading comprehension is when students are able to read something, they are able to process it and they are able to understand what the text is saying. According to article Evidence-based early reading practices within a response to intervention system, it was mentioned that research strategies that can use to help reading comprehension can include of activating the student’s background knowledge of the text, the teacher can have questions that the student answer while reading the text, having students draw conclusions from the text, having
readers: A perspective for research and intervention ―[Electronic version]. Scientific Studies of Reading, 11(4), 289-312.