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Interest in Self Sustained Reading

Interest in Self Sustained Reading. Jody Jarrell Second Grade Cedar Ridge Elementary School. Background. I found that when I looked around my classroom I noticed that students did not seem that interested in reading. Their attentions were elsewhere in the room.

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Interest in Self Sustained Reading

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  1. Interest in Self Sustained Reading Jody Jarrell Second Grade Cedar Ridge Elementary School

  2. Background • I found that when I looked around my classroom I noticed that students did not seem that interested in reading. Their attentions were elsewhere in the room. • I wanted to find a way to change students motivation while having to read for a period of thirty minutes each day in my classroom.

  3. Background Continued… • Research suggests that a child will pick a book based on interest regardless of his/her reading level (Hunt 96/97) • If the book that a child chooses is above their level and it can retain their interest then they will retain information from the text regardless of level. (Krashen 2003)

  4. Research Question • Will students when given a wide thoughtful choice of books based on interest become more motivated to read?

  5. Methods • Cedar Ridge Elementary • Title 1 School • 475 Students • 57% have Free/Reduced Lunch

  6. Methods • Participants • 10 Second Grade Students • 5 Boys & 5 Girls • 2 Hispanic (placed out of ESL) & 8 Caucasian • Reading Levels • 4 -25/26 and above • 4 – between 21/22 & 25/26 • 2 – Below 21/22

  7. Intervention • Students read in their groups each day for 30 minutes. • I observed them and took anecdotal notes. • On Mondays, students filled out a book critique form about one book they read during SSR.

  8. Data Collection • Interest Survey • 2 groups formed • Control Group (Animal Books) • Non Control Group (Range of Genres) • Garfield Reading Survey (Pre & Post) • Daily Anecdotal Notes • Monitored Students’ Reading Patterns and Behaviors for 30 minutes each day from 1:50pm – 2:20pm • Book Critique Form

  9. Kid Pics. Red Group

  10. Kid Pics. Blue Group

  11. Garfield Results Pre & Post • Both Groups I felt were not truly honest on the Pre test. As the students filled out the post test, they took more time and really thought about their choices. • Blue Group • Red Group

  12. Book Critique Results • Smiley face responses for 4 weeks from each group. • Blue Group • Red (Control) Group

  13. Discussion • I found out through my notes that students respond better to books that are about things they are interested in. • Students are better focused while reading and can recall more information about the text they read. • I understand that I need to try and offer books that are interesting to each of my students .

  14. References • Dreher, Mariam Jean. (Dec 98/Jan99). Motivating children to read more nonfiction. Reading Teacher, 52 (4), p. 414-418. • Hunt, Jr. Lyman. (96/97). The effect of self-selection, interest, and motivation upon independent, instructional, and frustrational levels. Reading Teacher, 50 (12), p. 278-282. • Krashen, S. (2003). Rewriting History: A Closer Look at Some SSR Studies. Knowledge Quest, 31 (5), p. 48-49. • Krashen, Stephen. (2005). Is in-school free reading good for children? Why the national reading panel report is (still) wrong. Phi Delta Kappan, 86 (6), p. 444- 447.

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