Transcript Slide 1

What’s wrong here?
• Students are being taught
that reading isn’t fun or
something to do for
recreation.
Reading Isn’t Fun for Many
• “Students who have struggled
with reading. . .often develop
such strong resistance to
reading that, even under the
most favorable conditions,
voluntary reading is among the
last activities in which they will
choose to engage.”
Worthy, Patterson, Salas, Prater, & Turner. (2002). “More than just reading.”:
The human factor in reading resistant readers. Reading Research and
Instruction, 41(2). p. 180.
Recreational Reading
• 2002 NAEP—75% of high
school seniors never or only
occasionally read
recreationally
• 2003—Bouchard found
only a few h.s. seniors had
read a Harry Potter book.
Almost all had seen a
movie.
• 1988—Anderson, Wilson and
Fielding showed recreational
reading has strong correlation
to growth in reading skill.
Extension of study--Lowest 2%
would read only 8,000 words per
year—Fifth graders
Anderson, Wilson, & Fielding. (1988). Growth in reading and how children spend
their time outside of school. Reading Research Quarterly, 23(3). 285-303.
• Landmark study by McKenna,
Kear, & Ellsworth—Attitudes
start relatively positive and go
down. All groups decline to
indifference by 6th grade.
Don’t need to throw out the
baby with the bath water.
Just put in some toys and
bubbles.
Sustained Silent
Reading
Attitude Change!
• Studies by Manning and
Manning, Pfau, Holt & OTuel, Pilgreen, Krashen, and
Shin demonstrate change in
students’ attitudes from a
quality sustained silent
reading experience.
Liberty Student Survey
• 289 free comments--I
classified as positive,
negative, neutral, change
for better, or dependent
on interesting reading
material.
• 52 wrote it changed for
better.
• 2/3 showed positive
feelings for SSR & reading
in general
Student Comments
• At first I didn’t like SSR, but now I wish we
could have more time to read. (Liberty
Middle School)
• This summer school has got me more in to
reading than I ever imangin. I start likeing
R. 1 Stine, Goosebumps, and bady Sitter’s
club. I even start reading the
newspaper. I know now how fun reading
is.” (Failing 8th grader)
• I find books more interesting than before
. . . even better than the movies. (10th
grader)
Sequoyah Scholars
• Anaheim H.S.
• Sequoyah Scholars were mostly
Latino and half were limited
English proficient.
• Very negative attitudes before
program. Almost never read for
pleasure.
H.S. Chapter 1 Teachers’ Comments
on Arrival of New Books for SSR
• “I was overrun by a mob of 14year-olds fighting over books.
Books!”
• Students arrived ½ hour before
school started when new books
were coming.
• Many stayed through break to
browse through new books.
• Most new books were checked
out by end of 1st day.
What is SSR?
Short time-span. . .
during school when
students are allowed to
read whatever they like
Pilgreen, J. (2000). The SSR handbook: How to organize and manage a
sustained silent reading program. Portsmouth, NH: Boynton/Cook.
LMS Grade 7 MAP Communication
Arts Summary
1998
% Bottom
2 levels
31.7
% Top 2
levels
42.4
1999
24.7
44.9
2000
22
51.1
2001
21.4
48.2
2002
22.7
44.7
22.6
45.3
2004
15.9
52
2005
17.7
53.5
2003 (1
st
SSR year)
Liberty Middle School MAP
MSIP Reading Scores
Seventh
Grade
2003
2004
Satisfactory
and Above
77.10%
84.90%
Proficient
48.80%
58.20%
Satisfactory
28.20%
26.70%
Unsatisfactory
22.90%
15.10%
MAP Index
225.9
243.2
Kornelly and Smith
• Kornelly & Smith: H.S.
sophomores and juniors for 18
weeks
• SSR students gained
equivalent of 2 years of
reading level
• 4 times the growth of non-SSR
students who advanced the
expected one semester of
achievement level
Shin
• 6th and 7th graders who
failed reading proficiency
test
• 6 weeks
• SSR students gained
equivalent of 5 months of
instruction.
Greaney and Clark Study
• Longitudinal study in
Ireland
• SSR students read more
than non-SSR students
during year of SSR
• SSR students were still
reading more SIX years
later.
Student Quote
“I think I learn much n the
program. My mom said
you read batter then I was
reading before. My mom
proud of me.”
Shin. (2001). Motivating students with Goosebumps and other
popular books: A self-selected reading program for middle
school students. CSLA Journal, 25(1), p. 18.
Fisher
• Urban high school
• 20 minutes for SSR for everyone
added to 4th period
• Survey showed only 40% were
actually reading. Some seniors
already left, some doing
homework, some just using for
social time
• Just assigning time doesn’t work
• After revision, 88% were
reading. Why the difference?
Pilgreen: Eight Important Elements
•
•
•
•
•
•
•
•
Access
Appeal
Conducive Environment
Encouragement to Read
Staff Training
Non-accountability
Follow-up Activities
Distributed Time to Read
Access
Access: Biggy for librarians!
• Classroom libraries—
rotate materials
• Book exchanges
• Freedom of access-extend open hours
• Schedule trips to school
and public libraries
• Students not required to
bring something with
them—Make it easy!
Appeal
GIVE UP CONTROL!!
“. . .students worst experiences
reading in school were directly
related to assigned reading. . .a
curriculum defined by teacher
choices, which would include
mainly award-winning fiction,
might limit their [students’]
reading experiences rather
than extend them.”
•
Ivey & Broaddus. (2001). “Just plain reading:” A survey of what
makes students want to read in middle school classrooms.
Reading Research Quarterly, 3(4), pp. 363 & 368.
Appeal
• Self-selection!! Basic to
concept of SSR from the
beginning
• Increasingly important from
middle grades on-curriculum doesn’t cover
divergent interests and
format preferences
They’re Okay-• Magazines
• Comic books
• Light, serial, or graphic
novels
• Newspapers
• Read-along books and
tapes
Liberty Middle School Student
Comments
• “I am very upset that
magazines do not go towards
our SSR logs. Magazines best
represent my interest and what
I enjoy most.”
• “The best part is when you have
a good book, worst part is
when you don’t and it feels like
SSR has been going on
forever.”
Encouragement to Read
Encouragement to Read
• Everybody reads!!!
• Principal visits classes and reads
with them
• Principal from Fisher project
required construction workers
to quit hammering and read
too.
• Teacher comments on own
reading, share own reading
experience
• Book talks
• Book displays
Modeling
• Methe & Hintze study
• 93% reading when teacher
was reading
• 65% reading when teacher
doing something else
• ABAB pattern-perfect
correlation
Student Quote from Fisher
• “Man, it’s [SSR] the best. It’s the
quiet time in my life—I can read
because the teacher tells me to.
Everybody’s reading. I can’t
really take a book and read after
school ‘cause of my friends, you
know. This is it for me. I read
Seabiscuit. . .because [the
librarian] told me about it—you all
should read that, that book was
tight.
Fisher. (2004). Setting the “opportunity to read” standard: Resuscitating
the SSR program in an urban high school. Journal of Adolexcent &
Adult Literacy, 48(2), p. 25.
Conducive Environment
Conducive Environment
• Quiet, uninterrupted
environment
• Hunt: “. . .no one may act so as
to interfere with the productive
reading of another.”
• Comfortable seating
• Posters
Hunt. (1971). Six steps to the individualized reading program (IRP). Elementary
English, 48(1), p. 28.
Anderson’s Rules
• Take care of all health issues before or
after SSR. Once SSR has started, you
may not go to the restroom, get a
drink, or go to the nurse. Delay the
onset of any disease or condition until
after SSR.
• Don’t make a sound. You may not
make a sound with any part of your
body that is capable of making a
sound. You may not talk, whisper,
yodel, cough, hiss, burp, hiccup, hum,
or make any other bodily sound.
• Don’t move. You may turn the pages
of your book or magazine, but
carefully. You may not walk, crawl,
slither, dance, roll, run, inch, or move
your body in any way that you might
imagine.
Staff Training
Staff training
• Important to get everyone
on board
• Develop uniform guidelines
• Help solve problems that
do arise
Non-accountability
Non-accountability
• No tests, reports, projects,
grades!!!
• Reading is just for fun
• It’s okay to stop reading
something they don’t care
for
• Again, give up control!
• At most, keep record of
books and pages read
Follow-up Activities
Follow-up Activities
• Must be VOLUNTARY!!!!!
• Few minutes to talk to another about
reading--Manning & Manning study
(1984): Peer interaction group
outscored non-SSR and simple SSR
groups on attitude and achievement
tests
• Write in journal
• Draw
• Response/comments to whole class or
read paragraph to class
• Reader’s theater
Distributed Time to Read
More Bang per Buck in First Minutes
of Reading
Anderson, R.C., Wilson, P.T., Fielding, L.G. (1988, Spring). Growth in reading and
how children spend their time outside of school. Reading Research
Quarterly, 23(3), 297.
Distributed Time
• Start at a few minutes and
work up to 20-40 depending
on grade
• 60-minutes per week—
better 12 minutes per day or
15 minutes 4 times per week
vs. one 60 minute session
• Develop reading HABIT
Secondary School
• Rotate among periods—1st six
weeks in 1st period, 2nd six
weeks in 2nd period, etc.
• One set time for everyone
throughout the year—added
to one period
• Develop class libraries of
subject-matter-related
materials for access
Book Resources
• The Power of Reading: Insights
from the Research (2nd edition)
by Stephen D. Krashen
• The SSR Handbook: How to
Organize and Manage a
Sustained Silent Reading Program
by Janice L. Pilgreen
• Are They Really Reading?
Expanding SSR in the Middle
Grades by Jodi Crum Marshall
Web Resource
Liberty Middle School Media
Center Web site:
http://www.liberty.k12.mo.us/ms
/LMC/SSR/index.htm
Susan Martin, Library Media
Specialist:
[email protected]
SSR: Not perfect, but
better