Details

Autor(en) / Beteiligte

• LUND, JANE M

Titel

SUSTAINED SILENT READING WITH JUNIOR HIGH SCHOOL REMEDIAL READERS

Ort / Verlag

ProQuest Dissertations & Theses

Erscheinungsjahr

1983

Link zum Volltext

Quelle

ProQuest Dissertations & Theses A&I

Beschreibungen/Notizen

• The one-year study compared the effectiveness of a diagnostic-prescriptive skills approach (SA) versus a skills plus sustained silent reading approach (SA+SSR) on reading achievement, attitudes toward reading and English, and reported use of leisure time of junior high school remedial reading students. Sex, grade, and interaction effects were considered. Additional findings included teacher effect, student reaction to SSR, and amount of time spent in SSR. The sample, 125 junior high school remedial readers in a suburban community, were taught by four reading teachers in 14 classes. Seven classes followed SA and seven SA+SSR. SA classes spent four 40-minute periods weekly in skills activities. SA+SSR classes did skill work and SSR, each for two 40-minute periods per week. Pretesting and posttesting were conducted with a standardized reading test, attitude scales, and a leisure scale. Student reaction to SSR was evaluated. Statistical analyses of the data were conducted using a MANOCOVA. Findings yielded no significant differences between groups in reading achievement, attitudes toward reading and English, and reported use of leisure time. Males outperformed females in comprehension at the (LESSTHEQ) .01 level. Eighth and ninth graders differed significantly from seventh graders at the (LESSTHEQ) .05 level in vocabulary. Seventh graders differed significantly from eighth and ninth graders at the (LESSTHEQ) .01 level in comprehension. An interaction effect between low SES seventh graders and poorer attitudes toward reading was noted at the (LESSTHEQ) .05 level for a small cell. Additional findings indicated that teacher effect was significant in vocabulary at the (LESSTHEQ) .01 level and leisure time at the (LESSTHEQ) .05 level. Sixty percent of the students considered SSR good or very good. Seven percent rated it as poor. Findings suggested that for this sample, SA+SSR was as effective as SA for growth in reading achievement, maintenance or improvement of attitudes toward reading and English, and utilization of leisure time for reading. Students in SA+SSR were favorably disposed to SSR. It was recommended that further research be conducted in the area of sustained silent reading with this and other populations. The areas of attitude measurement and student leisure reading appeared also to warrant further research.