Sustained Silent Reading Analysis
Participants
Participants of this study were twelve third grade teachers in a Midwestern midsized school district. Teachers of this study came from the same area but with different demographics. About 42% of participants taught at a low socioeconomic status school. 42% of teachers who took the survey also taught at a high socioeconomic status school. Half of participants had a Master’s Degree. About 67% of participants reported they liked to read. Half of the teachers in this study taught for more than twelve years. Participants were recruited through school and survey agreement.
Materials
Materials of this study consisted of an informal survey consisting questions about teacher perceptions of sustained silent reading. The survey was made …show more content…
Teacher K had 5.05 points of growth and was from a high socioeconomic status school. Teacher I had 5.64 points of growth and was from a middle socioeconomic status school. Although they did encourage their students to read independently, they did not implement Sustained Silent Reading every day. They both implemented 10-15 minutes of Sustained Silent Reading. Teacher K sometimes offered a distraction free environment. Teacher I offered a distraction free environment. Teacher K offered a routine time to read in the afternoon. Teacher I only offered time to read when work is done. Both teachers were not positive if Sustained Silent Reading is beneficial. Teacher K answered, “I’m not sure” when asked if Sustained Silent Reading is beneficial and Teacher I answered, “a little.” Teacher K had no incentive based reading program, while Teacher I’s school implemented an incentive based reading program.
The top classrooms with the most points of growth on Measures of Academic Progress scores had commonalities. Both of these classrooms were from schools with a high socioeconomic status. Both teachers encouraged their students to read independently every day in the morning. They both had the highest reading times of 20-25 minutes. They sometimes offered a distraction free environment when implementing Sustained Silent Reading. Both teachers viewed Sustained Silent reading as “very” beneficial. The schools both were involved in an incentive based reading
Participants of this study were twelve third grade teachers in a Midwestern midsized school district. Teachers of this study came from the same area but with different demographics. About 42% of participants taught at a low socioeconomic status school. 42% of teachers who took the survey also taught at a high socioeconomic status school. Half of participants had a Master’s Degree. About 67% of participants reported they liked to read. Half of the teachers in this study taught for more than twelve years. Participants were recruited through school and survey agreement.
Materials
Materials of this study consisted of an informal survey consisting questions about teacher perceptions of sustained silent reading. The survey was made …show more content…
Teacher K had 5.05 points of growth and was from a high socioeconomic status school. Teacher I had 5.64 points of growth and was from a middle socioeconomic status school. Although they did encourage their students to read independently, they did not implement Sustained Silent Reading every day. They both implemented 10-15 minutes of Sustained Silent Reading. Teacher K sometimes offered a distraction free environment. Teacher I offered a distraction free environment. Teacher K offered a routine time to read in the afternoon. Teacher I only offered time to read when work is done. Both teachers were not positive if Sustained Silent Reading is beneficial. Teacher K answered, “I’m not sure” when asked if Sustained Silent Reading is beneficial and Teacher I answered, “a little.” Teacher K had no incentive based reading program, while Teacher I’s school implemented an incentive based reading program.
The top classrooms with the most points of growth on Measures of Academic Progress scores had commonalities. Both of these classrooms were from schools with a high socioeconomic status. Both teachers encouraged their students to read independently every day in the morning. They both had the highest reading times of 20-25 minutes. They sometimes offered a distraction free environment when implementing Sustained Silent Reading. Both teachers viewed Sustained Silent reading as “very” beneficial. The schools both were involved in an incentive based reading