What is it? How does it work?
Background:
Sustained Silent Reading (SSR) and its variations—Uninterrupted Sustained Silent Reading (USSR) and Drop Everything and Read (DEAR)—provide students with a block of time during the school day, devoted to reading. During SSR time, everyone reads (including the teachers and staff). There are no interruptions, and usually no required assignments or activities related to the reading.
Overview:
Moving students toward independent self-sustained reading is the goal of all programs for struggling secondary readers. Logically, students who do not practice reading outside of school need time to practice reading during the school day. Sustained Silent Reading (SSR) and its variations, Uninterrupted Sustained Silent Reading (USSR) and Drop Everything and Read (DEAR), provide students with that block of silent reading time. In addition to providing students with reading time, these strategies aim to increase students' abilities to sustain reading for longer periods while providing models of good reading behavior. During SSR time,for example, everyone reads (including the teachers and staff); there are to be no interruptions. Proponents believe that SSR will help students value reading more, become more fluent, and improve their vocabularies and comprehension.
Little is needed to implement a program of SSR other than access to a variety of appealing books and the commitment to allocate time for reading. Certainly a knowledge of high quality literature for middle and high school students would be an advantage to any teacher.
Research on the effectiveness of SSR is extensive but the results are mixed. In some studies, teachers and schools changed basic procedures. In SSR, no one is required to report on what they have read. Results from studies on special populations (struggling readers and ESL students) indicate that more accountability for reading is helpful. These modifications include carefully matching students with materials and implementing shared readings and discussions (Allington, 1975; Pilgreen & Krashen, 1993).
Effectiveness: |
Established
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Primary Outcomes: |
- transaction with text
- motivation
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Students: |
All secondary readers
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Setting: |
- general education class
- reading class
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Support for Culturally and Linguistically Diverse Readers: |
If appropriate reading materials are provided, the interests of a diverse group of readers can be satisfied. SSR was found to benefit the comprehension of second language learners (Pilgreen & Krashen, 1993).
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Approach: |
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Cost category:
(Note: The cost category was last updated in 2000, at the time of publication. Contact the publisher for specific current costs associated with using this item.)
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none
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Developers: |
L.C. Hunt first described the procedures and purposes for Sustained Silent Reading in 1970.
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What Does It Mean to Teach Reading Explicitly?
Comprehend Text