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Sustained silent reading with non-na...

University of Southern California.

Sustained silent reading with non-native speakers of English: Its impact on reading comprehension, reading attitude, and language acquisition.

紀錄類型:	書目-電子資源 : 單行本
正題名/作者:	Sustained silent reading with non-native speakers of English: Its impact on reading comprehension, reading attitude, and language acquisition./
作者:	Weitz, Walli Erna.
面頁冊數:	125 p.
附註:	Source: Dissertation Abstracts International, Volume: 64-09, Section: A, page: 3234.
Contained By:	Dissertation Abstracts International64-09A.
標題:	Education, Reading. -
電子資源:	Download fulltext (下載全文)
ISBN:	0496515462

Sustained silent reading with non-native speakers of English: Its impact on reading comprehension, reading attitude, and language acquisition.
Weitz, Walli Erna.

Sustained silent reading with non-native speakers of English: Its impact on reading comprehension, reading attitude, and language acquisition. - 125 p.

Source: Dissertation Abstracts International, Volume: 64-09, Section: A, page: 3234.

Thesis (Ed.D.)--University of Southern California, 2003.

This study examined one independent reading program, Sustained Silent Reading SSR) and the role of this program on reading comprehension, vocabulary/language acquisition, and the attitude toward reading. One hundred twenty students at a culturally diverse Southern California high school completed the Estes Attitude Scales, a Personal Survey, and the Gates-MacGinitie Reading Comprehension Test in a pre-test post-test design. Half of these students participated in classrooms where teachers provided fifteen minutes of sustained silent reading time on a daily basis; the other half participated in the regular English curriculum. This study covered a period of 9 months (except two weeks in December and one week in April because of school holidays). The research questions posed were: (1) Will SSR increase reading comprehension? (2) Will this program develop a more positive attitude toward reading? (3) Will this program increase vocabulary? The results of the study showed that the SSR group had significant gains in three areas: comprehension, vocabulary, and attitude toward reading; the control group had some gains in comprehension and vocabulary but not in attitude toward reading. This led to the assumption that there exists a positive relationship between SSR in all three areas. The researcher concluded that it was valuable for the students to read the fifteen minutes per day in that improvement was shown in three areas, while only two areas in the control group. The taking of fifteen minutes for reading did not prove to be detrimental to the students. They performed as well, if not better, as those in the control group who had the full period for English curriculum.

ISBN: 0496515462Subjects--Topical Terms:

1000005408
Education, Reading.

Sustained silent reading with non-native speakers of English: Its impact on reading comprehension, reading attitude, and language acquisition.
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500 $a Source: Dissertation Abstracts International, Volume: 64-09, Section: A, page: 3234.
500 $a Adviser: Linda Serra Hagedorn.
502 $a Thesis (Ed.D.)--University of Southern California, 2003.
520 $a This study examined one independent reading program, Sustained Silent Reading SSR) and the role of this program on reading comprehension, vocabulary/language acquisition, and the attitude toward reading. One hundred twenty students at a culturally diverse Southern California high school completed the Estes Attitude Scales, a Personal Survey, and the Gates-MacGinitie Reading Comprehension Test in a pre-test post-test design. Half of these students participated in classrooms where teachers provided fifteen minutes of sustained silent reading time on a daily basis; the other half participated in the regular English curriculum. This study covered a period of 9 months (except two weeks in December and one week in April because of school holidays). The research questions posed were: (1) Will SSR increase reading comprehension? (2) Will this program develop a more positive attitude toward reading? (3) Will this program increase vocabulary? The results of the study showed that the SSR group had significant gains in three areas: comprehension, vocabulary, and attitude toward reading; the control group had some gains in comprehension and vocabulary but not in attitude toward reading. This led to the assumption that there exists a positive relationship between SSR in all three areas. The researcher concluded that it was valuable for the students to read the fifteen minutes per day in that improvement was shown in three areas, while only two areas in the control group. The taking of fifteen minutes for reading did not prove to be detrimental to the students. They performed as well, if not better, as those in the control group who had the full period for English curriculum.
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