Sustained Silent Reading in First Grade

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dc.contributor.authorEsbrandt, Ashley
dc.contributor.programMasters of Educationen_US
dc.date.accessioned2020-05-08T20:21:53Z
dc.date.available2020-05-08T20:21:53Z
dc.date.issued2020-05
dc.description.abstractThe purpose of this study was to determine the effect Sustained Silent Reading (SSR) has on first graders’ reading levels. SSR was implemented in order to improve student’s fluency and reading abilities. Students instructional level was used to determine a baseline using the Fountas and Pinnell assessment. A pretest and posttest was used in order to determine the growth students made during the duration of the study. Findings from the study indicated an overall increase in student reading levels as a result of using the Sustained Silent Reading (SSR) strategy.en_US
dc.format.extent26 pagesen_US
dc.genreAction Research Paperen_US
dc.identifierdoi:10.13016/m29jm0-4g6j
dc.identifier.urihttp://hdl.handle.net/11603/18519
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.subjectFirst gradeen_US
dc.subjectSustained Silent Readingen_US
dc.subject.lcshEducation -- Research papers (Graduate).
dc.titleSustained Silent Reading in First Gradeen_US
dc.typeTexten_US

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