Premium
R 5 : The Sustained Silent Reading Makeover That Transformed Readers
Author(s) -
Kelley Michelle,
ClausenGrace Nicki
Publication year - 2006
Publication title -
the reading teacher
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.642
H-Index - 50
eISSN - 1936-2714
pISSN - 0034-0561
DOI - 10.1598/rt.60.2.5
Subject(s) - reading (process) , metacognition , psychology , context (archaeology) , reading comprehension , literacy , comprehension , mathematics education , reading motivation , pedagogy , computer science , linguistics , cognition , paleontology , philosophy , neuroscience , biology , programming language
This article reports on a retooled Sustained Silent Reading (SSR) block in an intermediate classroom designed to meet the needs of all students. The authors discuss the benefits and obstacles to SSR and include the framework and classroom management tips that aided their successful implementation of an independent reading block. Students engaged in a structured format called R 5 (read, relax, reflect, respond, and rap), which resulted in significant gains on informal and formal assessments of wide reading, metacognitive awareness, and comprehension. Furthermore, to motivate and engage readers, the authors suggest that teachersConsistently monitor and guide the reading habits of their students Build in opportunities for sharing ideas and discussions about text Promote the application of metacognitive strategies in the context of readingA review of the research on independent reading and SSR, classroom observations, and assessment findings are provided to illustrate the power of this thoughtful literacy block.