The Effects of Weekly Sustained Silent Reading Time on Recreational Reading Habist and Attitudes ina 9th Grade English Class

<p>Sustained Silent Reading (SSR) has been around in various forms for over forty years. While this subject has received much study in the elementary schools, the influence of SSR on typical, non-at-risk high school students reading habits appears to be lacking. The purpose of this study is to examine the effect of SSR on 9th grade students’ recreational reading habits. The literature review reveals extensive research with at risk populations and elementary and middle school age students. Thus leading for the need to examine the use of SSR on average ninth grade students. A questionnaire was developed to address how this practice has affected their recreation reading habits over a two-month period. This questionnaire was administered in January and March to determine change in students’ perceptions of Sustained Silent Reading on their recreational reading habits. The first questionnaire consisted of 78 freshmen students not differentiated by sex. The second questionnaire, given in March, consisted of 79 freshmen high school students, 40 boys and 39 girls. The numbers are not consistent due to absences by the participants. The study took place at a California high school in an affluent suburban community located in the East Bay region of the San Francisco Bay Area. The high school has a daily average attendance rate of 98.6% and 80% of the students move on to a two or four year college. The school is 81.5% white, 7.7% Hispanic, 7.1% Asian, and 2.8% other. The participants in the study identified themselves as 81% white, 4% Hispanic, 9% Asian, 1% African American, and 5% other.</p>

Name thesis:degree_name

Master of Science

Level thesis:degree_level

Master's Thesis

Discipline thesis:degree_discipline

Education

Year

2003

Author dc:creator

• Kirby, Mary C.

• Education

Repository record dc:identifier

https://scholar.dominican.edu/education-print-theses/207

OAI identifier oai:identifier

oai:scholar.dominican.edu:education-print-theses-1206