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ERIC Number: ED397569
Record Type: RIE
Publication Date: 1993
Pages: 24
Abstractor: N/A
SSR: Is It an Effective Practice for the Learning Disabled?
Melton, Elizabeth Jane
This study evaluated the practice of sustained silent reading (SSR) on the reading comprehension and word recognition skills of 12 third and fourth grade students with learning disabilities. The intervention involved 10 minutes daily of SSR over a 6-month period in the context of 30 minutes daily of reading instruction from a learning support teacher. Students also recorded on a log their response to their reading and, once a week, talked about and shared their books. Six control subjects received the same amount of reading instruction without SSR. A significant level of change was noted for the experimental group in reading words in context and comprehending reading material at both the implicit and explicit levels. No significant change was noted in word recognition. (Contains 11 references.) (DB)
Publication Type: Reports - Research; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A