M.A. in Learning Disabilities
Interdisciplinary and Inclusive Education
College of Education
Learning disabled children; Middle school students; Reading (Elementary)
Disability and Equity in Education
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.
Kandabarow, Elizabeth, "The effect of daily "sustained silent reading" in improving fluency, word recognition, and reading comprehension skills for mild cognitive impaired students" (2003). Theses and Dissertations. 1327.