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The research question addressed in this project is: How do MAP reading scores of long-term English learners (LTELs) engaged in sustained silent reading (SSR) differ from LTELs not participating in a formal SSR program? The motivating factor for this capstone was the desire to find an intervention to address long-term English learners' low literacy skills. Key influence for this capstone was a literacy specialist who inspired the writer to implement an SSR program as a part of her Academic Language Development (ALD) class. For this study, twelve eighth grade LTELs engaged in SSR. Eleven eighth graders in a control group did not. The author documents and analyzes MAP reading assessment data and concludes that because of small sample size, while the data does not show statistical significance, it may be an effective means for literacy development.