Author: Dennis Lee WilsonPublisher:
ISBN:
Category :
Languages : en
Pages : 300
Book Description
A Study of the Effects of Sustained Silent Reading on the Reading Comprehension Scores of Fourth, Fifth, and Sixth Grade Students
Author: Dennis Lee WilsonEffects of Sustained Silent Reading on Reading Comprehension and Vocabulary
Author: Nancy Ann HiestandThe Effects of Sustained Silent Reading on Vocabulary and Reading Attitudes of Fourth, Fifth, and Sixth Grade Students
Author: Scott C. McArthurPublisher:
ISBN:
Category : Reading (Elementary)
Languages : en
Pages : 124
Book Description
The Effects of Sustained Silent Reading on the Reading Comprehension of Sixth Grade Students
Author: Walterine V. KeenPublisher:
ISBN:
Category : Reading (Elementary)
Languages : en
Pages : 104
Book Description
Sustained Silent Reading
Author: Sue E. NeufeldPublisher:
ISBN:
Category : Reading (Elementary)
Languages : en
Pages : 102
Book Description
The Impact of Comprehension Strategies Incorporated Into Sustained Silent Reading on Sixth Grade Students' Reading Achievement
Author: James J. EichPublisher:
ISBN:
Category :
Languages : en
Pages : 142
Book Description
This capstone answers the question how do comprehension strategies incorporated into sustained silent reading impact 6th grade students' reading achievement? I begin by defining the middle school reader, and then explore the purpose of sustained silent reading, provide a definition of reading comprehension, and investigate the effectiveness of sustained silent reading, specifically in response to the National Reading Panel's 2000 stance against sustained silent reading as an effective instructional practice to improve reading comprehension. I challenge the Panel's position by researching five reading strategies--think-alouds, conferences, reciprocal teaching, and response journals--and incorporate these strategies into my curriculum. I provide my results by looking at student journal responses, student reflections, reading test scores from the Measure of Academic Progress, and my own self-reflection. I prove that strategies incorporated into my sustained silent reading program had a positive and significant impact on my students' reading scores.
Resources in Education
Author: Effects of Sustained Silent Reading on Comprehension
Author: Kate NolandPublisher:
ISBN:
Category : Electronic research papers
Languages : en
Pages : 22
Book Description
"The purpose of this study was to find if there is a significant difference in the end of the year Communication Arts scores of students who participate in Silent Sustained Reading compared to students who did not participate in Silent Sustained Reading. Demands of No Child Left Behind, increases a mandated curriculum, and the National Reading Panel's statement that silent reading is ineffective has created controversy. This pilot study investigates the impact of independent reading on the reading achievement of a small group of students with special needs. They all received services in Communication Arts and their independent reading levels were below average (lower elementary grade level). The question investigated in this research study was: Does participating in independent reading increase student's reading achievement?"--portion of abstract
Achievement Effects of Sustained Silent Reading in a Middle School
Author: Mary Pinson SullivanPublisher:
ISBN:
Category : Reading (Middle school)
Languages : en
Pages : 0
Book Description
The purpose of this study was to determine the reading achievement effects of a school- year-long program of sustained silent reading in a middle school. Students' scores on the Stanford Achievement Test, Ninth Edition across three years (2006, 2007, and 2008) were analyzed to test eleven null hypotheses. A 3 x 3 repeated measures factorial ANOVA showed significant post treatment differences in gains for Total Reading and Reading Comprehension at each of the three grade levels (sixth, seventh, and eighth grades) and for Reading Vocabulary for seventh grade. Pretreatment gains were greater for Reading Vocabulary in sixth and eighth grades. A 3 x 3 x 2 repeated measures mixed factorial ANOVA showed that no significant differences existed between the gains of higher (at or above the 60th percentile) and lower (at or below the 40th percentile) performing students following the treatment. Through interviews, teachers reported the presence of up to eight traits of successful sustained silent reading programs. Results of a univariate ANOVA indicated that student achievement was higher in classrooms characterized by six or more of the traits.
A Comparison of the Effects of Sustained Silent Reading with and Without Stimulant Experiences on Attitudes Toward Reading and Reading Achievement of Fourth- and Fifth-grade Students
Author: Helen Ruth Hyde GreenPublisher:
ISBN:
Category : Reading (Elementary)
Languages : en
Pages : 302
Book Description