A Comparison of Approaches to Silent Sustained Reading (SSR) Programs
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2009-12
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Masters of Education
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Abstract
This study compared the effectiveness of two variations of a Silent Sustained Reading program,
which involve students reading self-selected books independently, on reading comprehension
skills of seventh graders. This study involved the use of a posttest only control group design
where the different aspects of the program were implemented to the two groups of students
before the post assessment was given. Students from the same low achieving classroom
instructed by the researcher were randomly assigned to two groups. One group of students just
read silently (Reading Only Group, n = 14), while the other group of students was responsible
for reading silently, conferencing with the classroom teacher and completing written responses
about the text that they had read (Teacher Assisted Group, n = 13). The outcome measure was a
score generated from comprehension items from one of the seventh grade marking period
assessments established by the local school system. An independent sample t-test showed that
the comprehension scores did not differ significantly between the Reading Only Group (Mean =
15.50, SD = 3.08) and the Teacher Assisted Group (Mean = 14.85, SD = 2.64) [t(25) = .56, p >
.05). Limitations of the study, including difficulties in implementing both types of programs, are
discussed. This study found no differences between the two forms of the reading program based
on the comprehension scores. Further research is warranted to show which of these procedures
would be best to improve student comprehension levels with a silent reading program.