Becoming the Reading Mentors Our Adolescents Deserve: Developing a Successful Sustained Silent Reading Program

2011 ◽  
Vol 55 (3) ◽  
pp. 209-218 ◽  
Author(s):  
Valarie Lee
Keyword(s):  
Silent Reading ◽  
Reading Program ◽  
Sustained Silent Reading

scholarly journals THE IMPLEMENTATION OF USSR (UNINTERRUPTED SUSTAINED SILENT READING) ON STUDENTS’ READING MOTIVATION AT ANANDA ISLAMIC SCHOOL

2018 ◽  
Vol 7 (2) ◽  
Author(s):  
Muhammad Abduh Almanar
Keyword(s):  
Data Collection ◽  
Role Model ◽  
Silent Reading ◽  
Reading Program ◽  
Sustained Silent Reading ◽  
Structured Interviews ◽  
Islamic School ◽  
A Value ◽  
Questionnaire Surveys ◽  
Special Time

ABSTRACTThe present study will investigate the effect of implementing USSR (Uninterrupted Sustained Silent Reading) program at national plus school Ananda Islamic School. Iinterview and field observation was designed for data collection. To succeed the program, the students freely choose the storybook they like and they would be given special time at school to read during the program. The teacher will show a role model and a value of reading by joining the program of reading books with a pleasant, relaxed atmosphere and lack of pressure. This study will use an observation log, questionnaire surveys, and semi-structured interviews. 20 students were observed during USSR program within 4 weeks including a survey and 5 students will be taken as a sample through purposive sampling method.Keywords: EFL Learning, Uninterrupted Sustained Silent Reading (USSR), Reading achievement, Reading Comprehension

Vocabulary Learning in Uninstructed Silent Reading and Story Rewriting

2009 ◽  
Vol 158 ◽  
pp. 97-134
Author(s):  
Sandra Siok Lee
Keyword(s):  
Learning Strategies ◽  
Short Story ◽  
Vocabulary Learning ◽  
School Setting ◽  
Silent Reading ◽  
Extended Period ◽  
Operational Definition ◽  
Sustained Silent Reading ◽  
Extensive Reading ◽  
Reading Research

Abstract A current issue in L2 reading research is whether extensive reading promotes vocabulary development. This study examined vocabulary acquisition in uninstructed silent reading of a short story with and without a vocabulary list followed by a story rewriting task. Time constraints of a public school setting prevented an extended period of study required for extensive reading research, but vocabulary learning strategies and outcomes of this study are applicable to extensive reading. This study also explored Hinkel’s (2006) recommendation to modify the goal of extensive reading programs to meet the pedagogical ideal of integrated skills learning, that is, reading and vocabulary learning. Questioning the traditional goal of extensive reading to read relatively quickly for general ideas, Hinkel (2006) also proposes that it should draw learner attention to some aspect of language such as vocabulary. Similarly, Nation (2005) emphasizes need for deliberate vocabulary learning in extensive reading which should form a substantial and obligatory part of language courses (p.15). Due to the assumption that uninstructed sustained silent reading encourages students to read widely, I will refer to research on “extensive reading,” using Hinkel’s (2006) and Day, Omura, and Hiramatsu’s (1991) operational definition of sustained silent reading as extensive reading for pleasure over time.

scholarly journals MENINGKATKAN MINAT BACA, KEMAMPUAN MEMAHAMI BACAAN, DAN BERPIKIR KRITIS SISWA MELALUI PENERAPAN SUSTAINED SILENT READING (SSR) DAN READING RESPONSE [IMPROVING STUDENTS' READING INTEREST, READING COMPREHENSION, AND CRITICAL THINKING THROUGH THE IMPLEMENTATION OF SUSTAINED SILENT READING (SSR) AND READING RESPONSE]

2021 ◽  
Vol 1 (2) ◽  
pp. 126
Author(s):  
Listya Marmita
Keyword(s):  
Reading Comprehension ◽  
Critical Thinking ◽  
Silent Reading ◽  
Thinking Skills ◽  
Class Action ◽  
Critical Thinking Skills ◽  
Sustained Silent Reading ◽  
Reading Response ◽  
The Many ◽  
Reading Interest

<div><p class="1eAbstract-text">Reading is one of the many skills which is taught in Indonesian language lessons. During lessons, students are usually asked to read a passage of text and answer comprehension questions. This makes reading activities less interesting. Since students are not able to find enjoyment in reading and they gain limited vocabulary. Consequently, students think that the Indonesian language is hard to master. Students’ reading interest, reading comprehension and critical thinking skills are low. This situation has urged the researcher to apply Sustained Silent Reading (SSR) and Reading Response as an alternative solution to the problem, as an act of improvement. Through the method of class action research, this research aims to describe the process of implementing Sustained Silent Reading (SSR) and Reading Response; analyse the development of students’ reading interest, reading comprehension and critical thinking skills; and also to describe the constrains during the implementation. Data has been collected with field notes, observation and scores of the students’ work using rubrics. The research consists of 3 cycles after which data was processed qualitatively and analysed descriptively. The research showed that students’ reading interest, comprehension and critical thinking skill had improved.</p></div>

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