Date Approved

5-12-2003

Embargo Period

5-8-2016

Document Type

Thesis

Degree Name

M.A. in Learning Disabilities

Department

Interdisciplinary and Inclusive Education

College

College of Education

First Advisor

Urban, Stanley

Subject(s)

Learning disabled children; Middle school students; Reading (Elementary)

Disciplines

Disability and Equity in Education

Abstract

This study evaluated the effectiveness of Sustained Silent Reading (SSR) when used daily with Mild Cognitive Impaired students. The purpose of the study was to measure strengths, deficits, and gains in fluency, word recognition, and reading comprehension abilities through pre and post-test procedures. Seven intermediate level students between the reading levels of two and three participated in this study. The experimental group consisted of four students, and the control group consisted of three students. The treatment group participated in Sustained Silent Reading (SSR). Forms A and B of the Jerry John's Basic Reading Inventory were administered to the students. Form B was administered to students before they participated in Sustained Silent Reading (SSR). Form A was administered after they participated in SSR for approximately 15-20 minutes a day, at least four times a week, over a five-month duration. There were no meaningful gains noted in reading ability among students that participated in the SSR program. Posttest results show there were no meaningful differences in achievement between the treatment and comparison group.

Other Repository URL

Pre2010

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