Transcript Slide 1
Interest in Self Sustained Reading
Jody Jarrell Second Grade Cedar Ridge Elementary School
Background
When I looked around my classroom during Self Sustained Reading I noticed my students did not seem that interested while they read. Their attentions were elsewhere in the room.
I wanted to find a way to change student’s motivation while having to read for a period of thirty minutes each day in my classroom.
Background Continued…
Research suggests that a child will pick a book based on interest regardless of his/her reading level (Hunt 96/97)
If the book that a child chooses is above their level and it can retain their interest then they will retain information from the text regardless of level. (Krashen 2003)
Research Question
Will students when given a wide thoughtful choice of books based on interest, become more motivated to read?
Methods
Cedar Ridge Elementary
–
Title 1 School
475 Students
– 57% have Free/Reduced Lunch
Methods
Participants
10 Second Grade Students
•
5 Boys & 5 Girls
2 Hispanic (placed out of ESL) & 8 Caucasian
Reading Levels
• • •
4 - 25/26 and above 4 – between 21/22 & 25/26 2 – Below 21/22
Intervention
Students read in their groups each day for 30 minutes.
I observed them and took anecdotal notes.
On Mondays, students filled out a book critique form about one book they read during SSR.
Data Collection
Interest Survey
2 groups formed •
Control Group (Animal Books)
•
Non Control Group (Range of Genres)
Garfield Reading Survey
(Pre & Post)
Daily Anecdotal Notes
Monitored Students’ Reading Patterns and Behaviors for 30 minutes each day from 1:50pm – 2:20pm
Book Critique Form
Kid Pics. Red Group
Kid Pics. Blue Group
Garfield Results Pre & Post
Both groups I felt were not truly honest on the pre test. As the students filled out the post test, they took more time and really thought about their choices.
Blue Group Red Group
Book Critique Results
Smiley face responses for 4 weeks from each group.
Blue Group
Red (Control) Group
Discussion
I learned through my notes that students respond better to books that are about topics that interest them.
Students are better focused while reading and can recall more information about the text they read.
I understand that I need to offer books that are of greater interest to each of my students in order for them to be interested and to actually read for the duration of the self selected block.
References
Dreher, Mariam Jean. (Dec 98/Jan99). Motivating children to read more nonfiction. Reading Teacher, 52 (4), p. 414-418.
Hunt, Jr. Lyman. (96/97). The effect of self-selection, interest, and motivation upon independent, instructional, and frustrational levels. Reading Teacher, 50 (12), p. 278-282.
Krashen, S. (2003). Rewriting History: A Closer Look at Some SSR Studies. Knowledge Quest, 31 (5), p. 48-49.
Krashen, Stephen. (2005). Is in-school free reading good for children? Why the national reading panel report is (still) wrong. Phi Delta Kappan, 86 (6), p. 444- 447.
3 0 0 0 0 2
Book Interest Survey Results
1 4 0 0 2 0 0 1 1 6 Action Scary Animals FairyTales Chapter Funny Joke Sports Adventure Science Picture Rhyming Nf iction Fiction Biography Magazines
Garfield Survey - Blue Group
60 50 80 70 10 0 40 30 20 Adam Renae Chris
Students
Brandon Kendra Pre Post
Garfield Survey - Red Group
100 90 80 20 10 0 70 60 50 40 30 Jade Keaton Charley
Students
Betza Matthew Pre Post
Blue Group Book Critique Results
4.5
4 3.5
1 0.5
0 3 2.5
2 1.5
Brandon Chris Kendra
Students
Adam Renae 1st Week 2nd Week 3rd Week 4th Week
Red Group Book Critique Results
4.5
4 3.5
1.5
1 0.5
0 3 2.5
2 Betza Charley Matthew
Students
Jade Keaton 1st Week 2nd Week 3rd Week 4th Week