Beryl Schaefer

Beryl Schaefer EDUC 463 Article Review 1 • Subject of inquiry: The benefits of Sustained Silent Reading (SSR), the variables confounding research as to its efficacy, the varying implementation methods, and how these affect outcomes.

• Guiding question(s): How can I successfully implement a program of SSR in my school? What methods of program proposal would be most persuasive in order to gain the administration’s approval as well as full investment, “buy-in” and participation in the program by the entire staff- classified and licensed- as well as showing value and support for reading (as they lead by example and modeling)? What are some ways to lead a successful classroom discussion of independently read books? How do I prepare for the politics of the school around this issue/program proposal? How can I be sure that the program would be implemented long enough for an effective study of SSR efficacy? Why is there a tension or disparity in programs between student accountability and non- accountability?

Sallee, Buffy. “The Best of Times? A Tale of Teaching, Reading, and Homework.” English Journal, 99.6 (2010): 89-92.

This article reviews a teacher’s qualitative research into the benefits of sustained silent reading (SSR) in school, with texts being chosen by students, read for sheer pleasure, without being held accountable for any aspects of the reading. The teacher tested her hypotheses of improved comprehension, writing, and vocabulary as a result of consistent SSR. Stephen Krashen’s work on language acquisition/development, galvanized Sallee to examine homework and “how it plays into...inequalities in the classroom.” Pilgreen’s model of SSR emphasizes that with student reading accountability requirements... “they cannot concentrate simply on the joy of reading.” She notes that the “non-accountability” leads to improved reading comprehension, vocabulary...students will naturally challenge themselves to read more difficult texts.” Sallee found inherent inequalities in “reading homework’ due to students’ varying demographic and psychosocial supports vying against her desire to foster/support love of reading. Sallee utilized reading logs to evaluate rate against comprehension, surveys and anonymous student reflections on required texts contrasted against SSR texts. Her findings: bringing reading into the classroom (rather than relying on varying homework success), clear expectations, strategies to engage frustrated students, and assigning reading homework based on content, rather than an arbitrary number of pages, increased student success and satisfaction.