Squirt

S sustained Q quiet

U uninterrupted

I independent

R reading

T time

Research

Confusion surrounds the research on SSR

National Reading Panel(2000) did not support SSR

Did not find enough studies meeting the panels methodological requirements to draw conclusions finding

Students who had SSR daily scored much higher than those who had it only once a week.

“Poor readers,” points out Richard Allington, a leading researcher and president of the International Reading Association, “when given ten minutes a day to read, initially will achieve five hundred words and quickly increase that amount in the same period as proficiency grows.” By third grade, SSR can be the student’s most important vocabulary builder, more so than with basal textbooks or even daily oral language.

Younger readers showed a significant improvement in both attitude and skills in reading

Second Grade

When booklists are monitored for appropriate reading levels, students' vocabulary increased significantly. Reading two non-fiction trade books on the same topic back to back significantly increased students' abilities to identify main ideas.

Third Grade

When students are directed to attend to the objective studies and booklists are monitored to check appropriate reading levels, the immediate recall of vocabulary words increased significantly. Reading two non-fiction trade books on the same topic back to back significantly increased students’ abilities to identify main ideas.

Fourth Grade

Reading two non-fiction trade books on the same topic back to back significantly increased students abilities to immediately recall new vocabulary and identify main ideas

Reading enjoyment Allows students to read long enough and far enough so the act of reading becomes automatic. Allows students to select text To carryover strategy use Allows individual conference time with students Provides students time to respond to literature ( ex. reading response journal, quick writes, etc)Gives students the opportunity to share their interests

Goals

Materials

Classroom library A-Z readers Library Magazines Status sheets Journals for students (end 2nd- 4th )

Classroom ManagementDaily

First grade 5-10 minutes Buddy reading or quiet reading

Second grade Mini-lesson Status 15-20 Minutes Conferencing Optional Sharing

Third and Fourth grade Mini-lesson Status 15-20 Minutes Conferencing Optional Sharing

Classroom ManagementWeekly

Written Response Letter to TeacherReader Response Comprehension strategy usage

Conferencing

Use of reading strategiesUse of comprehension strategies

ReferencesAll Time-on-Task Is Not Equal: Effects of Trade Books, Short Story Workbooks,

and Basal Reading Instruction On Students' Reading Achievement.(2005) Executive Summary: by Cathy Collins Block, Kelly Morton Reed & Judy deTuncq Web site: http://personal.tcu.edu/~cblock/executivesummarytono3CFC0.htm

Garan, E. M., & DeVoogd, G. (2008). The Benefits of Sustained Silent Reading:

Scientific Research and Common Sense Converge. The Reading

Teacher, 62(4), 336-344. doi:10.1598/RT.62.4.6

Trelease, J. (2008). The Read Aloud Handbook. Retrieved July 12,

2009,  Web site: http://www.trelease-on- reading.com/rah-ch5.html