Linking Independent Choice, Sustained Silent Reading, and Comprehension

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Roach, Kelsey
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This mixed-methods study, with an emphasis on quantitative data collection, shed light on the impact of independent choice in a Sustained Silent Reading (SSR) program on students' comprehension and feelings about reading. It used one Ninth Grade General Level English class, approximately 21 students overall, in which they received the SSR intervention. Data was collected through surveys, released SOL reading comprehension questions, interviews, and teacher observations. The findings showed that students who participated in SSR with an emphasis on independent choice in reading material made minimal gains in reading comprehension, and ultimately, positively increased students' perceptions of reading. In an effort to counter the National Reading Panel's (2000) finding that SSR had no impact on student comprehension and encouraging students to read is not reflected in student achievement.