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dc.contributor.advisorDwarte, Marquis
dc.contributor.advisorBrennan, Sarah
dc.contributor.authorChiappelli, Juistina
dc.contributor.programMasters of Educationen_US
dc.date.accessioned2019-05-13T20:07:51Z
dc.date.available2019-05-13T20:07:51Z
dc.date.issued2019-05-14
dc.description.abstractThe purpose of this study was to determine whether silent sustained reading would have a positive impact on reading performance in middle school. Reading performance was measured using a district unit assessment for language arts. This study was conducted using a quasi-experimental design. The students in the treatment group were consistently given 20 minutes per class period for silent sustained reading. The control group students were not given 20 minutes per class period for silent sustained reading. This study found that there was not a statistically significant difference in reading sores between middle school students reviving SSR and those not receiving SSR.en_US
dc.format.extent24 pagesen_US
dc.genreaction research papersen_US
dc.identifierdoi:10.13016/m2ydd5-cphw
dc.identifier.urihttp://hdl.handle.net/11603/13833
dc.language.isoen_USen_US
dc.relationMaster of Education
dc.relation.isAvailableAtGoucher College, Baltimore, MD
dc.rightsThis work may be protected under Title 17 of the U.S. Copyright Law. To obtain information or permission to publish or reproduce, please contact the Goucher Special Collections & Archives at 410-337-6347 or email archives@goucher.edu.
dc.subjectSustained Silent Readingen_US
dc.subjectReading comprehensionen_US
dc.subjectMiddle Schoolen_US
dc.subject.lcshEducation -- Research papers (Graduate).
dc.titleEffectiveness of Silent Sustained Reading in Middle Schoolen_US
dc.typeTexten_US


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