Sustained Silent Reading

1. Sustained Silent Reading By Katie Nowak LIS 773 Erin Wyatt

2. What is Sustained Silent Reading (SSR)? • Built on the idea that “practice makes perfect.” • Silent reading is a time set aside for students to quietly read various books at their own pace. • It is seen as a way to improve students’ reading skills by giving them an opportunity and a quiet location where they have to read and not work on other types of schoolwork. (SSR 2015) • Not asked to answer questions about the books they read (Chou and Chow 2000).

3. Why Consider SSR? • According to High school English teacher Steve Gardiner, it • “builds vocabulary; • connects to writing; • develops an understanding of the qualities of great readers; • meets needs the teacher might not know about • gives students a chance to connect with reading in an unstructured situation.“ • (Gardiner 2005).

4. Overview of SSR S: Survey I: Incorporation L: Learning Standards E: Educational N: Needs T: Timing R: Resources E: Exclusion A: Appeal D: Distractions I: Issues N: Necessary G: Guidelines

5. Survey to Determine Reading Skills • Before our silent reading program in this class, when was the last time you read an entire book? • How many books have you read for our silent reading program? • Does your family have a bookshelf in your home? If so, how many books are on it • Do you have a bookshelf of your own? If so, how many books do you personally own? • Have you seen your parents/guardians read books? If so, how often? • Have you seen your parents/guardians read newspapers or magazines? If so, how often? • Have your parents/guardians ever recommended a book to you? If so, did you read it? • Have any of your friends ever recommended a book to you? If so, did you read it? • Answer the question below (A or B) that fits you best as a reader: • A. If you don't read books regularly, what are some of the reasons you don't? • B. If you read books regularly, what do you like about reading? • Do you like the silent reading program? Explain (Gardiner 2005).

6. Incorporation into Program • Pace the reading: not all materials have to be short, just make sure that they are understanding what they read. • Make it engaging: encourage highlighting and taking notes. • Make it relevant: connect to daily experiences. • Manage the reading: observe those who are struggling so that they can be helped more later. (LeMaster 2015)

7. Learning Standards: I-SAIL Standard 4 • Cultivate a love of reading and become a self-motivated reader • Develop a knowledge of genres and literary elements • Self-select reading material appropriate for a specific purpose • Read literature from a diversity of places and perspectives • Read various genres • Read and comprehend informational texts • Distinguish various literary elements within works • Begin to develop individual taste in series, author, and genre reading • Identify literary awards as appropriate to age group • Read for pleasure, seek answers, and explore topics of personal interest • Access libraries, library staff, and library resources both personally and virtually (I-SAIL Standard 4 for Grade 6)

8. Educational Benefits • Expands vocabulary • Provides exposure to potentially broad range of materials • Increases knowledge of culture • Increases intelligence • Excellent preparation for learning skills for the future • “Meets 21st Century work demands: ‘Hard’ skills: basic mathematics, problem solving, and reading abilities at levels much higher than many high school graduates now attain • ‘Soft’ skills: the ability to work in groups and make effective oral and written presentations” (CHS 2015).

9. Needs of Students • Assist struggling readers to be able to read more • Assess their reading and identify the specific areas that they need helpwith and then providing a way to address those areas • Allows students to choose materials that they are interested in and read at their own pace • Enhances understanding of complex texts • Prepares them for reading in higher education

10. Timing: Meeting Days and Duration • Determine what works best for the students in your school, whether it would be better to meet daily, weekly, or a few times a week • Not too long and not too short—want to keep the students’ attention but not overwhelm them • Could last anywhere from 10 to 30 minutes as long as it instills a reading habit in them (“8 Factors” 2015) • Find what works best for your students and the overall school schedule

11. Resources to Use • Space: library or classroom? • Separate room or an area in the corner? • Books: provide some of varying levels but allow the students to bring their own in as well • Other materials: have newspapers, magazines, and other reading materials so that the students don’t have to stick to books (Gardiner 2005). • Use what you have on hand and create a SSR program that works best for you and your students

12. Exclusion of Outside Influences • It may not be possible to completely cut out all noise and distractions, but work with what you have • Whatever space you are able to use, make sure it is as quiet as possible • Make the space comfortable and inviting (“8 Factors” 2015) • Since it is supposed to be silent reading, ensure that the group is quiet and that there is minimal talking throughout the session • Occasionally walk around the area to keep an eye on the readers, both to observe their reading skills and to monitor if they are being distracting

13. Appeal of Materials

14. Make Sure Materials are Appealing • Get to know your students and their reading preferences • Have reading materials on hand that are interesting and fun to read • The goal should be to encourage the students to read by providing materials (books, comics, etc.) that they will want to read • Allow them to bring books from their homes if they want, just as long as they are reading • Be aware of language ability and be ready to have different languages available (“8 Factors” 2015)

15. Distractions and Handling Them • Some may be hard to avoid if there is no set apart room or space where the SSR group can meet in quiet and the other students in the area are loud • Are the students able to read and pay attention on their own, or are they getting distracted? • Encourage taking notes and highlighting points of interest (LeMaster 2015) • Some students will always be interested, such as those who already love reading or else those who get captivated by their books • Others will allow any disturbance to distract them (Siegert 2015) • Monitor and observe the situation so that you can maintain their attention on the reading materials

16. Issues in Using SSR • 1. Reading Research Does Not Support SSR (no proven long-term benefits) • 2. There is Not Enough Class Time for SSR (takes away time from other learning) • 3. Free Choice Reading in SSR Does Not Maximize Reading Development (students don’t always read in line with their level) • 4. SSR is Not Teaching (does not give the teacher a chance to explain/ teach materials that they’re reading) • 5. SSR Does Not Hold Students Accountable for Reading (not all kids truly participate) • 6. SSR Provides No Opportunity for Reader Response (no discussion afterwards; solitary activity)

17. Issues continued • 7. SSR Turns Recreational Reading into a School Thing (instead of keeping it a personal enjoyment) • 8. SSR Gives Up on Students, Peers, and Parents (students will read outside of the classroom if motivated enough by teachers, parents, and peers) • Recommends Independent Reading Accountability: • “I require thirty minutes of reading and three minutes of discussion, four times per week. Student reading is monitored by reading partners, who also grade the quality of the student-led reading discussion,”(Pennington 2011).

18. Necessary to Implement SSR? • Consider whether the pros outweigh the cons • Evaluate the number of struggling readers in your school and decide what would work best for them (SSR or Independent Reading Accountability) • Use this as a way to collaborate with teachers to get their opinion and input

19. Guidelines or Self-Directed? • Some teachers use a rubric to guide their students • Example: Mrs. Lopez’s APA class handout • Others advocate freedom to allow students to decide their own pace, reading materials, and whether or not to finish a book (Gardiner 2001) • Look at the age and understanding levels of your SSR group to help decide—would it be more motivating to have guidelines or would it promote more interest to have them decide for themselves?

20. Let’s Discuss! • Given the information on SSR, would you want to implement it into your school library program or not? • Do you think that SSR takes reading from the level of a fun activity and changes it into just a school activity that is not as enjoyable?

21. Works Cited • “8 Factors for SSR Success.” Sustained Silent Reading: Inquiry. Web. 3 March 2015. • Chow, Ping-Ha and Chou, Chi-Ting. “Evaluating Sustained Silent Reading in Reading Classes.” The Internet TESL Journal, Vol. VI, No. 11, November 2000. Web. 3 March 2015. • Coppell High School (CHS). “Sustained Silent Reading.” Coppell ISD 2015. Web. 3 March 2015. • Gardiner, Steve. Building Student Literacy Through Sustained Silent Reading. Association for Supervision and Curriculum Development, 2005. Web. 3 March 2015. • Gardiner, Steve. “Ten Minutes a Day for Silent Reading.” Educational Leadership October 2001 Vol. 59.2. Web. 3 March 2015. • I-SAIL. Standard 4 for Grade 6. Illinois School Media Association. 14 August 2012. Web. 3 March 2015. • LeMaster, Jonathon. “Silent Reading.” LiteracyTA2015. Web. 3 March 2015. • Mariela Siegert (personal interview, February 17, 2015). • Pennington, Mark. “Why Sustained Silent Reading (SSR) Doesn’t Work.” Pennington Publishing Blog 25 June 2011. Web. 3 March 2015. • Sustained Silent Reading (SSR). http://www.cchs165.jacksn.k12.il.us/announcements/Reading/SSR.htm. Web. 3 March 2015. • Sustained Silent Reading (SSR) Project. Mrs. Lopez Google Docs. Web. 3 March 2015.