Secondary preservice teachers’ beliefs and experiences toward Sustained Silent Reading (SSR) in a content area literacy course
Abstract
The purpose of this study was to explore the attitudes of two groups of secondary preservice teachers toward Sustained Silent Reading (SSR) that was offered before class for one group and during the beginning of class for the second group. This study revealed that the group of preservice teachers who read during the first 15 minutes of class preferred SSR more than those who read before class. However, there was no difference in the rating when both groups of preservice teachers were asked if they could see themselves asking students to read before class or during the beginning of class. Both groups increased their belief that SSR was worthwhile after experiencing it themselves during the course.
Reference
Daisey, P. (2013). Secondary preservice teachers’ beliefs and experiences toward Sustained Silent Reading (SSR) in a content area literacy course. 35th Yearbook of the Association of Literacy Educators and Researchers, 275-293.
Journal
Yearbook of the College Reading Association
Analysis
Is this article part of a larger project or series of studies?
no
Does this study draw on a large, preexisting data set?
no
Research Approach
- mixed methods
- Quasi-experimental
Geographic Setting
- Eastern Michigan University
Institutional Context
Certification Level
Programatic Focus
Research Location Context
Preservice Participants
Preservice Sample Size
Duration of Data Collection
Data Sources
Data Analysis Tools
- Constant comparative analysis
- t-test
Researcher Positionality
Research Questions
Did a group of secondary preservice teachers who engaged in free reading
before class report enjoying SSR more, less, or the same as a group of secondary preservice teachers who read for the first 15 minutes of
class? What reasons did they give for their enjoyment or lack of it? (277)
Is this research question explicit from the manuscript? Yes
Which group of secondary preservice teachers thought that middle
and high school students would enjoy SSR more: those who read before
class or those who read during the first 15 minutes of class? What
reasons did they o/er for their predictions of their future students’
enjoyment or lack of it? (278)
Is this research question explicit from the manuscript? Unknown
Which group of secondary preservice teachers rated the likelihood that
they would o/er SSR to their future students: those who experienced
SSR before class or those who read during the first 15 minutes of class?
Is this research question explicit from the manuscript? Unknown
Did secondary preservice teachers think that SSR improved their
vocabulary and comprehension?
Is this research question explicit from the manuscript? Unknown
Did secondary preservice teachers increase their rating for the value of
SSR after they experienced it for a semester?
Is this research question explicit from the manuscript? Unknown