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Implementing Sustained Silent Reading to Produce Gains in Reading Achievement and Reading Attitude

dc.contributor.authorGanz, Kathryn
dc.descriptionTeaching and Learning Department Capstone Projecten_US
dc.description.abstractSustained Silent Reading (SSR), an independent voluntary reading program, has been implemented in classrooms for over sixty years, however its effectiveness in improving reading achievement and reading attitude has been challenged by teachers and researchers; most notably, the National Reading Panel (2000). Research studies, meta-analyses, theory, and professional accounts of SSR reviewed showed student gains in both reading achievement and reading attitude. A consensus on how to design and implement a successful SSR program was an issue throughout the literature. The successfully implemented programs were analyzed to develop recommendations and guidelines for designing and implementing a SSR program appropriate for students in Kindergarten through 12th grade. Findings suggest successful programs provide a quiet, uninterrupted, and comfortable environment, access to books in the classroom, freedom of book selection, teacher modeling and an absence of evaluative activities, with additional options recommended based on student age.en_US
dc.publisherVanderbilt University. Peabody Collegeen_US
dc.subjectSustained Silent Readingen_US
dc.subjectReading Achievementen_US
dc.subjectReading Attitudeen_US
dc.subject.lcshSilent reading -- Study and teachingen_US
dc.subject.lcshReading (Elementary) -- Study and teachingen_US
dc.subject.lcshSilent reading -- Ability testingen_US
dc.titleImplementing Sustained Silent Reading to Produce Gains in Reading Achievement and Reading Attitudeen_US
dc.description.collegePeabody College of Education and Human Developmenten_US
dc.description.schoolPeabody Collegeen_US
dc.description.departmentDepartment of Teaching and Learningen_US

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