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ERIC Number: ED545963
Record Type: Non-Journal
Publication Date: 2012
Pages: 142
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-2675-6608-9
The Effects of Sustained Silent Reading on Reading Achievement and Reading Attitudes of Fourth Grade Students
Gray, Holly Lynn
ProQuest LLC, Ed.D. Dissertation, The University of North Carolina at Chapel Hill
This study tested the effects of a Sustained Silent Reading program on reading achievement and reading attitude. The study accessed scores from the DIBELS Oral Reading Fluency (Good, Kaminski, & Dill, 2007) to measure reading achievement. This measure was given before and after a twelve week period, during which the treatment group participated in sustained silent reading. Reading attitude was measured after the twelve week period using the Early Reading Attitude Survey (ERAS; McKenna & Kear, 1990, 1999). Scores from each measure were compared to a control group. A statistically significant increase in reading achievement was indicated for the high-achieving girls, only. No statistically significant increase was attained in reading attitude for any of the participants. Research suggests that a longer implementation period may positively affect reading attitude. The discussion focuses on the review of the literature and interpretation of the data. Suggestions are given for classroom implementation practices that will enhance a Sustained Silent Reading program and increase reading achievement and reading attitude. A Framework for Building a Thoughtful and Engaged Learner is suggested. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site:
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Elementary Education; Grade 4; Intermediate Grades
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Dynamic Indicators of Basic Early Literacy Skills (DIBELS)