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ERIC Number: ED564526
Record Type: Non-Journal
Publication Date: 2013
Pages: 121
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-3036-0946-6
ISSN: N/A
Secondary Teachers Perceptions of the Advantages and Disadvantages of Sustained Silent Reading
Feliciani, Meghan Lynn
ProQuest LLC, Ed.D. Dissertation, Walden University
Educators often use reading programs to address younger students' reading abilities and teachers' perceptions of those reading abilities; however, few researchers have examined teachers' perceptions of the effects of sustained silent reading on middle and high school students. The conceptual framework for this study was based on social learning theory, which postulates that new behavior patterns are learned and performed by observing and interacting with others. The purpose of this qualitative case study was to investigate teachers' perceptions of the advantages and disadvantages of sustained silent reading. Data collection strategy consisted of 2 interviews with 8 teacher participants, as well as an examination of teacher lesson plans and district policy documents about sustained silent reading. Data analysis strategy was inductive and was used to identify patterns that led to themes. Findings indicated a need for consistency regarding sustained silent reading training, a need for specificity in the district policy, and a need for more uniformity in lesson plan writing. Recommendations are for the district leaders to develop and administer a reading survey for both faculty and students, expand sustained silent reading across all curricula, and provide professional development about implementation of sustained silent reading. This study contributed to positive social change by providing teachers with effective ways to implement sustained silent reading, by assisting students to develop an enjoyment of reading, and by providing administrators with an understanding of the importance of sustained silent reading. [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: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Secondary Education; Middle Schools; Junior High Schools; High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A