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Importants of silent reading
Silent sustained reading is not teaching reading
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Sustained Silent Reading Most administrators and educators, if asked what is the area that needs the most improvement in schools today, would answer reading. Children seem to battle with reading at almost every grade level. As reported by Trelease (2006) students do not read very much. In one reported study, 90% of the students studied devoted only 1 percent of their free time to reading and 30% to watching television. Fifty percent of the students read for an average of four minutes or less per day, 30% read two minutes per day, and 10% read nothing at all (p. 1). These statistics only serve to worsen the fear of students low reading abilities. Educators have developed a myriad of programs to improve students’ comprehension, retention, and higher level thinking skills. These skills are especially important in the improvement of scores on the state mandated assessments. Among these programs is Sustained Silent Reading (SSR), which promises that students can improve comprehension, enjoy reading for pleasure, and become life-long readers in fifteen to twenty minutes a day. Sustained Silent Reading is a program where students read any type of printed material for an uninterrupted, specific amount of time. Gardiner (2001) states there are many different names for SSR, such as Drop Everything and Read (DEAR), Uninterrupted Sustained Silent Reading (USSR), and Providing Opportunities with Everyday Reading (POWER) to name a few (p. 32). Each program varies a little from the others, but they share the same guidelines. Students read silently every day, choose their own materials, read for an uninterrupted amount of time, do not have to finish a book or other material, notice the teacher reading as well, and do not have to tak... ... middle of paper ... ...his article: http://dx.doi.org/10.1080/19388070309558400 DEAR me: What does it take to get children reading? By: Lee-Daniels, Sonya L., Murray, Bruce A., Reading Teacher, 00340561, Oct2000, Vol. 54, Issue 2 Teaching of English Language and Literature (TELL) Journal Volume 15, Number 2, November 1999 Anthony Seow The Read aloud Handbook Jim Trelease's 2006 Penguin Books http://www.educationworld.com/a_curr/curr038.shtml "Sustained Silent Reading" Helps Develop Independent Readers (and Writers) Article by Gary Hopkins Education World® Copyright © 1997 Education World Originally published 11/19/1997 Updated 10/15/2007 Why Sustained Silent Reading (SSR) Doesn’t Work June 25th, 2011 | Mark Pennington, MA Reading Specialist Pennington Publishing Blog http://penningtonpublishing.com/blog/reading/why-sustained-silent-reading-ssr-doesn%E2%80%99t-work
With such high numbers of adolescents falling below basic in reading, illiteracy is a battle that must be fought head on. The largest dilemma with the struggle is the number of variations that cause adolescents to become reluctant, unmotivated or struggling readers. Fortunately, a large number of strategies exist to encourage and strengthen readers of all ages, proving that adolescence is not a time to give up on faltering students. Rather, it is a time to evaluate and intervene in an effort to turn a reluctant reader into an avid one (or near enough). Ultimately, educators must learn to properly assess a student’s strengths and weaknesses (Curtis, 2009) and pair them with the proper intervention techniques. If one method does not work, countless others exist to take its place.
Slavin, R., Cheung, A., Groff, C., & Lake, C. (2008). Effective reading programs for middle and high schools: A best-evidence synthesis. Reading Research Quarterly, 43(3), 290-322.
It is important that as teachers we do not fall in the trap of believing that literacy is just reading and writing. Teachers should set activities that encourage students to go deeper into texts. This was implemented every morning, after reading the children would choose a comprehension task the teacher had hung on the wall and write about their
As the human race continues to become progressively more intelligent, countries are becoming more and more competitive in a “race to the top.” Our society, and others alike, have placed increasing demands on citizens in an effort to ensure they go on to be productive, intelligent contributors. While this is a natural progression of the human race, those who were previously struggling to succeed are now fighting to close an even larger gap. When it comes to education, this is a clear and present concern for many educators and students. Teachers are being held accountable for raising the bar and ensuring that each student performs successfully, in accordance with the national (Common Core) standards. A big concern regarding these increasing demands of an every changing society, are students who are already struggling to succeed, such as those with learning disabilities. One of the primary targets of the Common Core is reading, as reading ability is considered to strongly predict whether or not a student goes on to be successful in the education system and in society. In order to service these children, educators have experimented with many research-based interventions in an effort to get struggling students up to grade level and prevent them from being taken out of the general education classroom. The following articles discuss various aspects of a popular research-based intervention, Fountas and Pinnell, and how this interventions benefit students with learning disabilities, specifically in the area of reading comprehension.
Reading Mastery is targeted for grades K through 5, focusing on phonemic awareness, phonics and word analysis, fluency, vo...
Reading is a critical skill that provides a framework for interdisciplinary learning and success throughout one’s schooling and into adulthood. Research indicates that students who are proficient readers also tend to perform well in other domains, such as mathematics and science (Melekoglu, 2011; Valleley & Shriver, 2003). Students who have difficulty reading at the primary level will likely have low achievement outcomes as they progress to the upper grades (Fuchs, Fuchs, & Kazdan, 1999; Melekoglu, 2011). Mastering remedial reading skills becomes increasingly difficult as students move from primary to intermediate grades where the focus shifts from learning how to read to reading for the purpose of acquiring content-specific knowledge (Chall, 1983; Deshler, Palincsar, Biancarosa, & Nair, 2007; Lee, & Zentall, 2012; Lenz & Deshler, 2004; Melekoglu, 2011). Building motivation to read in students may result in higher levels of reading frequency and achievement (De Neaghel, Van Keer, Vansteenkiste, & Rosseel, 2012; Guthrie, Wigfield, Metsala, & Cox, 1999; Taboada, Tonks, Wigfield, & Guthrie, 2009; Van Elsäcker, 2002; Wigfield & Guthrie, 1997).
School readiness is an important issue that is gaining attention across the country. Children who are lacking in letter knowledge, language skills, and social skills not only disadvantage themselves but also their classmates coming into first grade (Lillard 2012). Students may have a hard time in a traditional classroom where they are forced to work and their time to explore is taken away. Reading comprehension is one of the many important skills that students learn beginning from a young age. Education has shifted to be of more importance for all children, and parents, teachers, and curriculum developers need to have the best resources for helping students learn to be great readers.
Sustained Silent Reading (SSR) goes by a variety names, including DEAR (Drop Everything and Read), DIRT (Daily Individual Reading Time), and FVR (Free Voluntary Reading). Regardless of the term used, the purpose of the reading period has remained relatively constant: “to develop each student’s ability to read silently without interruption for a long period of time” (McCracken, 1971, p. 521). Essentially, SSR involves allocating a special time, usually every day, dedicated to uninterrupted, independent, silent reading of material of the readers’ choosing, according to his or her interests.
Teachers can help their pupils develop readings skills by setting a side a time each day to read to them and by setting up a classroom library. (Neuman, 2001) Through setting up a classroom library the teach...
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.
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.
Before I began elementary school I was amazed with the idea of reading. So much so, that I would memorize books. My mother always read aloud to me. She did this daily, to the point that I was able to memorize the story page for page. I had a love for books, which never left. Reading a book would take me to a whole new world, all while rocking in the living room rocking chair. However, my love for reading took a back seat. When I began elementary school we moved and I struggled as a reader until my middle school years. I didn’t realize it at the time, but this is where my philosophy for teaching reading began.
Coming from a math background, reading was never a subject that I was enthusiastic about teaching. However, I realized that my attitude towards a subject greatly impacted my young learners. For the past few years, I made it my mission to become a better reading teacher. I attended as many professional developments that targeted reading instruction as possible. I took the curriculum home over the summer and met with my co-teacher to reflect on which lessons went well and which were challenging. We then made a curriculum map reorganizing the reading lessons in a way that was more developmentally appropriate. I teamed up with my school’s reading coach for support. She agreed to come into my classroom and observe lessons and give constructive
“The single most important activity for building knowledge for their eventual success in reading is reading aloud to children,” a report from 1985 by the commission
Failure to achieve adequate reading proficiency denies students access to the essential tool for further learning (Koda and Zehler, 2008, p. 1). Although reading and listening are often referred to as ‘passive’ or receptive skills, in reality both involve complex mental processing in order for the listener to make sense of material (Hurd and Murphy, 2005, p. 80). Reading is a complex process that must be modelled, taught, practiced, and evaluated on daily basic (Stone, 2009, p.