The Motivation and Direction of this Inquiry
On my short practicum and during school visits, I saw sustained silent reading (SSR) enacted in different formats. One teacher brought in newspapers and magazines and allowed students to read these. Another teacher encouraged silent reading in some periods and read out-loud to the students in other times assigned for SSR. I also saw teachers carry their lessons over into this time or allow students to talk and do homework. As an English teacher candidate, I believe strongly in the power of literature and I think that SSR can have great value for our students. However, I also think that this value is hinged on the effective implementation of such programs.
Sustained silent reading programs are implemented in school districts across the lower mainland. I completed my short practicum in the Vancouver school district and will be teaching for my long practicum at a secondary school in Richmond. At both of these schools, SSR is incorporated into the daily schedule for 25 minutes. According to the Language Policy of Hugh Boyd Secondary, "this is intended to improve reading, vocabulary, inferencing, and other skills associated with higher rates of literacy and comprehension. Students are given choice as to what to read, as long as they are reading. Students are encouraged to read in both English and their Mother Tongue if it is not English.” (Hugh Boyd Language Policy)
Both these beliefs and the prevalence of these programs in secondary schools lead me to inquire: what value do silent reading programs really have? How can sustained silent reading be implemented in the classroom in order to produce the ideal learning situation for students?
Sustained silent reading programs are implemented in school districts across the lower mainland. I completed my short practicum in the Vancouver school district and will be teaching for my long practicum at a secondary school in Richmond. At both of these schools, SSR is incorporated into the daily schedule for 25 minutes. According to the Language Policy of Hugh Boyd Secondary, "this is intended to improve reading, vocabulary, inferencing, and other skills associated with higher rates of literacy and comprehension. Students are given choice as to what to read, as long as they are reading. Students are encouraged to read in both English and their Mother Tongue if it is not English.” (Hugh Boyd Language Policy)
Both these beliefs and the prevalence of these programs in secondary schools lead me to inquire: what value do silent reading programs really have? How can sustained silent reading be implemented in the classroom in order to produce the ideal learning situation for students?