Lack Of Silent Sustained Reading

During the next two decades, the focus of reading instruction shifted away from phonics based basal reading programs. Instead, research suggested teaching children how to think and

The 2001 Summer Reading Program sought to meet the following goals: (1) provide children in grades pre-K–3 with the opportunity to improve and retain reading skills in order to achieve greater success in school; and (2) encourage parents to participate and play an active role in reading with their children. The data from all stakeholders in the program - libraries, students, parents, and teachers - demonstrate that the Program made great strides towards meeting its

Early reading success is the foundation of a student’s knowledge and self-esteem. The foundation also provides future opportunities for growth. Students must learn to read proficiently so that they are able to learn more in future grades, post-secondary schools, and the workforce. Beverly Tyner’s Small-Group Reading Instruction: A Differentiated Teaching Model for Beginning and Struggling Readers states “In the United States, which offers few career opportunities for the illiterate, teaching children to read proficiently is the most important single task in education.” (Tyner, 2009). Beverly Tyner created the Small-Group Differentiated Reading Model which incorporates research-based strategies for teaching beginning reading skills and skills

“The more you read, the more things you know. The more that you learn, the more places you’ll go.” This is how Dr. Seuss thought of reading, and I think of it in much the same way. Literacy is everywhere and influences us every day, therefore, it plays a major part in each of our lives. I believe that reading is an interactive activity in which learning happens, or as Clay (2001) defines it, “…a message-getting, problem-solving activity” (p. 1). Reading is the process through which one reads information and from doing so, constructs meaning about the material. The more exposure and practice one has with reading, the more knowledge one gains. In this paper, I will begin by discussing my own personal educational philosophy, then continue by stating and explaining four of my beliefs about the reading process and the research that is found to support each of them before sharing the remaining questions I have about literacy. I am an existentialist, and a strong supporter of a balanced literacy approach. My beliefs about literacy come from these foundations and perspectives that I embrace. For students to be successful in their literacy development, I believe that identity acceptance in the classroom is crucial, instruction for all students must be differentiated, direct and explicit instruction is at times necessary, and vocabulary is a significant component in the ‘Big Five’ of children’s literacy development.

he most fundamental responsibility of schools is teaching students to read. Indeed, the future success of all students hinges upon their ability to become proficient readers. Recent scientific studies have allowed us to understand more than ever before how literacy develops, why some children have difficulty, and what constitutes best instructional practice. Scientists now estimate that fully 95 percent of all children can be taught to read. Yet, in spite of all our knowledge, statistics reveal an alarming prevalence of struggling and poor readers that is not limited to any one segment of society:

Reading is a means of language acquisition, of communication, and of sharing information which is essential in being a productive member of society. If and when a student missed an opportunity to learn the skills necessary for reading, it’s has a profound impact on their lives. As educators we realize that teaching all children to read requires that every child receive excellent reading instruction. We are also aware that children, who are struggling with reading must receive

The intervention used first was the Peer-Mediated instruction with repeated reading (PRR). During this phase, the students were seated across from each other. The students were then given a copy of the passage, one in which to read, and the other in which to mark the time and note any errors observed, along with a stopwatch. Both students began reading from the selected text for the pair for a duration of twenty minutes at the beginning of the class. Next, the “paired reading” time consisted of each student taking turns reading using only a whisper. To ensure the fidelity of the intervention, measures were taken to ensure that one student didn’t have to be the first reader every time. During the read aloud, the student who wasn’t reading would follow protocol and read the following sentence “Stop. That word is _______. What word? Yes, ________. Please read that sentence again.” After the paired reading time, the reader would then be asked to read

S.P.I.R.E. (Specialized Program Individualizing Reading Excellence) is a comprehensive reading intervention program developed by Sheila Clark-Edmands, M.S.Ed., published by EPS Literacy and Intervention and is currently in its third edition (Clark-Edmands, 2012). While S.P.I.R.E. is most appropriate for Tier 2 and Tier 3 students with learning differences and struggling learners, the program has been used in a variety of settings, including classroom, small group and one-on-one. Based on the Orton-Gillingham approach, S.P.I.R.E. incorporates the most recent research regarding best practices in reading and language arts instruction as well as the professional standards published by professional organizations such as the International Reading Association and the International Dyslexia Association (Balajthy, 2014). The program is designed to build

Hobsbaum and Peters (1996) suggest that the purpose of Reading Recovery is to assist students in constructing a self-improving method of knowledge and strategies rather than teaching them a variety of reading rules. Furthermore, the teacher provides enough assistance, referred to as scaffolding, to help the student achieve a task that is within their zone of proximal development (Hobsbaum & Peters). In this way, the student can eventually begin to do tasks independently or with less scaffolding that are slightly more difficult than they can do already. Hobsbaum and Peters (1996) suggest that feedback and praise are critical for student success because the feedback and praise helps students recognize useful strategies they have used and encourage them to continue putting forth effort when reading.

This article is commentary to Justice's (2005) article on the effects of EBP and RTI on reading instruction. Both RTI and EBP can be used to promote effective change in the way services are provided in the school setting. As a response to the original article, Ukrainetz (2006) stated that utilizing RTI and EBP can provide opportunities as well as challenges for SLPs. Using these techniques can make considerable changes in the way children are identified for services as well as refining language intervention.

"Assisted Reading with Digital Audiobooks for Students with Reading Disabilities." N.p., 2011. Web. 11 Oct. 2016.” The authors main claim in this article was to test out the efficacy of assisted reading with digital audiobooks with the traditional practice of sustained silent reading in terms of reading fluency and reading attitude with elementary students with reading disabilities. The author claimed that, “kids with reading disabilities that assisted reading with digital audiobooks had a greater increase in reading fluency compared to the kids that participated in the sustained silent reading.” The second source that I used was, Esteves, Kelli J. "Audiobooks for Struggling Readers: Using Audio-Assisted Reading in a Balanced Literacy Program." (2009). The authors claim that audio assisted reading with audiobooks are of good help and self- confidence to kids with reading disabilities. The author claims that “audiobooks and struggling readers also present findings from a study on the effects of audio-assisted reading with digital audiobooks for students with reading disabilities” in the

According to Ivey and Fisher (2005), the use of Sustained Silent Reading has long been a practice in the United States. Lyman Hunt proposed an independent reading program in the 1960s, and it was implemented in many public schools in the 1970s (Jensen and Jensen 2002). Originally it was called Uninterrupted Sustained Silent Reading (USSR). He noticed that that when students were allowed to choose reading materials, which interested them, the students increased reading levels (Hunt 1997). He asserted that “by emphasizing silent reading and tolerating mistakes” that may surface without direct supervision, students would evolve into better readers (Hunt 1997).

Honestly, I have extremely mixed feeling on SSR. While I believe that setting aside time for quiet, independent reading is a wonderful way to get kids more interested in reading, the concept is incredibly frustrating as well. You mentioned that you only had 10 minutes set aside for reading in school, I had fifteen. The main issue I think with this independent reading time is that it does not allow much time for the reader. One of the things I hated most about SSR time was that I would bring a chapter book to read, and only get a chapter or two read in the allotted time. I became annoyed my reading time was cut short, and if I had borrowed a book, I had to put it back. Unfortunately, chances were that someone else would have it next

I never really witnessed my CT encouraging any students to silent read. I witnessed a handful of silent reading sessions and they were all very cut and paste. I don't think they silent read very often and she always went over what they should do and what was expected of them during silent reading, but she never intervened or helped any students during or before this time. I wish I had more observations on silent reading. Hopefully I will be able to see more during this semester in field.

Good reading habits are the key to the success of all the lessons at school. Reading is an individual effort that is sensitive to information needs and the development of science. Reading is an activity that involves physical, mind, and emotion. Therefore, reading habits among students become indispensable in learning activities. The role of students in building reading habits is necessary. Students are required to have awareness in reading