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ERIC Number: EJ780970
Record Type: Journal
Publication Date: 2007-Dec
Pages: 8
Abstractor: Author
Reference Count: 25
ISSN: ISSN-0034-0561
Making Data-Driven Decisions: Silent Reading
Trudel, Heidi
Reading Teacher, v61 n4 p308-315 Dec 2007
Due in part to conflicting opinions and research results, the practice of sustained silent reading (SSR) in schools has been questioned. After a frustrating experience with SSR, the author of this article began a data-driven decision-making process to gain new insights on how to structure silent reading in a classroom, including a comparison between SSR and independent reading (IR). The students involved were 16 third and fourth graders enrolled in a small private school in the Pacific Northwest of the United States. To make an informed decision regarding the structure of silent reading in the classroom, the author collected evidence from teacher-student discussions, a reading attitude inventory, reading response documents, and teacher observations during both SSR and IR. Careful attention was paid to the students' attitudes and reading behaviors. In comparing their reading attitudes during the two silent reading structures, the author found conflicting results. However, students engaged in active reading behaviors more frequently during IR than they did during SSR. (Contains 2 figures.)
International Reading Association. 800 Barksdale Road, P.O. Box 8139, Newark, DE 19714-8139. Tel: 800-336-7323; Fax: 302-731-1057; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Education; Elementary Secondary Education; Grade 3; Grade 4
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A