The SSR Handbook
The SSR Handbook

Author: Janice L. Pilgreen

Publisher: Boynton/Cook

Published: 2000

Total Pages: 164

ISBN-13:

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Readers will come away from this book with an understanding of what SSR is, why it's important, and how to implement it in their own schools and classrooms.

What Affect Does Silent Reading Have on Student Achievement as Measured by the Stanford Achievement Test (10th Edition) Reading Comprehension
What Affect Does Silent Reading Have on Student Achievement as Measured by the Stanford Achievement Test (10th Edition) Reading Comprehension

Author: David D. West

Publisher:

Published: 2012

Total Pages: 70

ISBN-13:

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The purpose of this study was to examine the effect Sustained Silent Reading (SSR) and the Accelerated Reading (AR) programs on reading comprehension of fifth grade students. A group of fifth grade student records from a school in southeast Alabama were examined and test data were used to determine if Accelerated Reader had any impact on student achievement.

Achievement Effects of Sustained Silent Reading in a Middle School
Achievement Effects of Sustained Silent Reading in a Middle School

Author: Mary Pinson Sullivan

Publisher:

Published: 2010

Total Pages: 0

ISBN-13:

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The purpose of this study was to determine the reading achievement effects of a school- year-long program of sustained silent reading in a middle school. Students' scores on the Stanford Achievement Test, Ninth Edition across three years (2006, 2007, and 2008) were analyzed to test eleven null hypotheses. A 3 x 3 repeated measures factorial ANOVA showed significant post treatment differences in gains for Total Reading and Reading Comprehension at each of the three grade levels (sixth, seventh, and eighth grades) and for Reading Vocabulary for seventh grade. Pretreatment gains were greater for Reading Vocabulary in sixth and eighth grades. A 3 x 3 x 2 repeated measures mixed factorial ANOVA showed that no significant differences existed between the gains of higher (at or above the 60th percentile) and lower (at or below the 40th percentile) performing students following the treatment. Through interviews, teachers reported the presence of up to eight traits of successful sustained silent reading programs. Results of a univariate ANOVA indicated that student achievement was higher in classrooms characterized by six or more of the traits.