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ERIC Number: EJ1191997
Record Type: Journal
Publication Date: 2017
Pages: 11
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1555-6913
EISSN: N/A
Decreasing the Off-Task Behavior of Reluctant Adolescent Readers during Sustained Silent Reading through Book Interest and Ability Matching
Williams, Natalie A.; Nelson, Kristin L.; Rasmussen, Clay L.; Alexander, Melina; Ricks, April H.
Journal of the International Association of Special Education, v17 n1 p40-50 2017
Teachers are often required by their administrators to implement Sustained Silent Reading (SSR) into their daily routines. Although there is research to support wide reading, there is little to support the specific practice of SSR. Recent researchers have suggested modified versions of SSR to better address the needs of struggling readers, including ensuring suitable reading selections. This study utilized a multiple baseline across students design to evaluate a modified version of SSR over four weeks with six junior high students displaying high levels of disengagement during SSR. The dependent variable included off-task behavior during SSR. The independent variable was matching books to students' interests and reading levels. Results indicated reduced levels of off-task behavior throughout the study. Across the course of the study, five of the six students' off-task behavior decreased by an average of 25% as a result of the book matching. This result confirmed a hypothesis from a previous study that matching students with books to read according to their interests and reading abilities, positively affects their time on task during SSR. This article provides practitioners with a modified version of SSR that will enhance the effectiveness of its use and suggests future research and implications for practice.
International Association of Special Education. c/o College of Education, Northern Arizona University, P.O. Box 5774, Flagstaff, AZ 86011-5774. Tel: 928-523-8979; Fax: 928-523-1929; Web site: http://www.iase.org/publications.htm
Publication Type: Journal Articles; Reports - Research
Education Level: Junior High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Laws, Policies, & Programs: Individuals with Disabilities Education Act Amendments 1997
Grant or Contract Numbers: N/A