Restricted Access Thesis
This study investigates the experience of silent sustained reading (SSR) as described by middle school English language learners (ELLs). Although the effectiveness of SSR is a source of contention for researchers, reading instruction for ELLs often incorporates some form of self-selected independent reading time. This study investigates how the students themselves perceive SSR in the classroom. Questionnaire and focus group data from the researcher's ELL classes were analyzed to reveal that the students found SSR to be helpful in expanding English language vocabulary development, enhancing reading pleasure, and improving overall reading ability. Although the study's small sample size limits any generalization, this research provides encouraging results for SSR advocates and seeks to include the student experience as part of effective reading instruction.
Reasoner, Dean T, "Perceptions of silent sustained reading held by middle school English language learners" (2010). School of Education Student Capstones and Dissertations. 431.