Sustained silent reading with interventions: changes in fifth grade students' vocabulary, comprehension, and their attitude towards reading

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dc.contributor.authorHundal, Harleen
dc.date.accessioned2025-07-11T23:37:36Z
dc.date.available2025-07-11T23:37:36Z
dc.date.issued2010
dc.description.abstractSustained Silent Reading (SSR) in its various forms has been around for over forty years. The purpose of this study was to design, implement and evaluate the efficacy of a SSR program with Interventions and compare it with the traditional SSR in a fifth grade classroom and monitor the change in students' vocabulary, comprehension and attitude towards reading. Interventions placed were in the form of increased student accountability and student-teacher interaction during SSR. The study was mainly a qualitative though evaluations were performed on vocabulary, comprehension, and reading fluency using data from the Scholastic Reading Inventory (SRI) and Houghton Mifflin Standardized Reading Test. Quantitative results showed no significant differences in the control and experimental group, but qualitative results revealed increased student motivation and enjoyment in the SSR with Interventions process.
dc.identifier.urihttps://hdl.handle.net/20.500.11803/4096
dc.language.isoen
dc.publisher.institutionJohn F. Kennedy University (JFKU)
dc.subjectTeaching
dc.titleSustained silent reading with interventions: changes in fifth grade students' vocabulary, comprehension, and their attitude towards reading
dc.typeThesis
thesis.degree.disciplineTeaching
thesis.degree.grantorJohn F. Kennedy University (JFKU)
thesis.degree.levelMasters
thesis.degree.nameMaster of Arts

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