Not reading (Krashen, 2009) is a phenomenon widely noted in students assigned to read as a part of school curriculum. A solution to the many criticisms and deficits cited in the literature surrounding the practice of not reading may lie in the CSSR (Comprehensive Self-Selected Reading) program chosen for focus in this study. In this high school student-reading program, incoming students are guided through a process of textual self-selection and evaluation in an enthusiastic, engaging, and motivating manner. During an eight-month study duration, thirty-two 10th grade students actively read a total of 24,419 pages collaboratively, and 763.09 pages on average. 41% of the sample population attempted novels considered advanced for 10th graders, in defiance of Lexile rating system flaws which categorize many rigorous novels as \"low level\" despite their reputation as staples of high school literature. Examples of academic, enthusiastic, and transformative engagement with reading were noted in concluding student interviews.
","abstract_html":"<p>Not reading (Krashen, 2009) is a phenomenon widely noted in students assigned to read as a part of school curriculum. A solution to the many criticisms and deficits cited in the literature surrounding the practice of not reading may lie in the CSSR (Comprehensive Self-Selected Reading) program chosen for focus in this study. In this high school student-reading program, incoming students are guided through a process of textual self-selection and evaluation in an enthusiastic, engaging, and motivating manner. During an eight-month study duration, thirty-two 10th grade students actively read a total of 24,419 pages collaboratively, and 763.09 pages on average. 41% of the sample population attempted novels considered advanced for 10th graders, in defiance of Lexile rating system flaws which categorize many rigorous novels as "low level" despite their reputation as staples of high school literature. Examples of academic, enthusiastic, and transformative engagement with reading were noted in concluding student interviews.</p>","abstract_has_math":false,"creators":["Jensen, Jennesis Kathleen"],"institution":null,"degree_name":"Doctor of Education (Ed.D.)","degree_level":"Dissertation","degree_discipline":"International and Multicultural Education","degree_department":null,"school":null,"contributors":["Brian Gerrard","Shabnam Koirala","Betty Taylor"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2015,"date_issued":"2015-01-01T08:00:00Z","date_published":"2015-01-01T08:00:00Z","updated_at":"2026-07-24T05:43:04Z","subjects":["High School","Lexile","Not Reading","Program Evaluation","SSR","Education","Educational Assessment, Evaluation, and Research","Secondary Education and Teaching"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://repository.usfca.edu/diss/117","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Brian Gerrard","Shabnam Koirala","Betty Taylor"]},{"key":"dc:creator","label":"Author","values":["Jensen, Jennesis Kathleen"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["1970-01-01T08:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["International and Multicultural Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Doctor of Education (Ed.D.)"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["High School","Lexile","Not Reading","Program Evaluation","SSR","Education","Educational Assessment, Evaluation, and Research","Secondary Education and Teaching"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://repository.usfca.edu/diss/117"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["Not reading (Krashen, 2009) is a phenomenon widely noted in students assigned to read as a part of school curriculum. A solution to the many criticisms and deficits cited in the literature surrounding the practice of not reading may lie in the CSSR (Comprehensive Self-Selected Reading) program chosen for focus in this study. In this high school student-reading program, incoming students are guided through a process of textual self-selection and evaluation in an enthusiastic, engaging, and motivating manner. During an eight-month study duration, thirty-two 10th grade students actively read a total of 24,419 pages collaboratively, and 763.09 pages on average. 41% of the sample population attempted novels considered advanced for 10th graders, in defiance of Lexile rating system flaws which categorize many rigorous novels as \"low level\" despite their reputation as staples of high school literature. Examples of academic, enthusiastic, and transformative engagement with reading were noted in concluding student interviews.
"]},{"key":"dc:title","label":"Title","values":["Comprehensive Self-Selected Reading and Student Engagement With the Novel: A Program Evaluation"]}]}],"canonical_facts":{"dc:contributor":["Brian Gerrard","Shabnam Koirala","Betty Taylor"],"dc:creator":["Jensen, Jennesis Kathleen"],"dc:date.available":["1970-01-01T08:00:00Z"],"dc:description.abstract":["Not reading (Krashen, 2009) is a phenomenon widely noted in students assigned to read as a part of school curriculum. A solution to the many criticisms and deficits cited in the literature surrounding the practice of not reading may lie in the CSSR (Comprehensive Self-Selected Reading) program chosen for focus in this study. In this high school student-reading program, incoming students are guided through a process of textual self-selection and evaluation in an enthusiastic, engaging, and motivating manner. During an eight-month study duration, thirty-two 10th grade students actively read a total of 24,419 pages collaboratively, and 763.09 pages on average. 41% of the sample population attempted novels considered advanced for 10th graders, in defiance of Lexile rating system flaws which categorize many rigorous novels as \"low level\" despite their reputation as staples of high school literature. Examples of academic, enthusiastic, and transformative engagement with reading were noted in concluding student interviews.
"],"dc:identifier":["https://repository.usfca.edu/diss/117"],"dc:subject":["High School","Lexile","Not Reading","Program Evaluation","SSR","Education","Educational Assessment, Evaluation, and Research","Secondary Education and Teaching"],"dc:title":["Comprehensive Self-Selected Reading and Student Engagement With the Novel: A Program Evaluation"],"thesis:degree_discipline":["International and Multicultural Education"],"thesis:degree_level":["Dissertation"],"thesis:degree_name":["Doctor of Education (Ed.D.)"]},"updated_at":"2026-07-24T05:43:04Z"}