Silent Sustained Reading
Program
Past Student
Perspective:
I
would have loved having a sustained silent reading program in middle and high
school. From a student perspective, I can envision myself engrossed and engaged
with my reading. Although this is a biased perspective, coming from a blossomed (avid reader). I understand though, that all students may not always embrace a
sustained reading time, especially seedling readers (developing reader). Yet, it is our job as
educators to help all students become as engrossed and engaged as an avid reader.
Educator
Perspective:
From
a teacher’s perspective, I agree with and feel eager to spread this concept of developing
a successful sustained silent reading program for secondary students. I would
hope that by establishing a successful reading time, as described by Lee and
Bomer, that students would blossom as readers. Using this time to cultivate,
water, and tend to seedling, budding, and already blossomed readers in my
classroom. Watching as new books are recommended by others, and spread as bees
pollinate flowers. I truly believe this would not be “wasted” or “lost
instructional time” as many educators may feel. Rather it would be a deliberate
and patient process for setting aside time to let students fall into the world
of books. Reminding reluctant educators that just as a crop needs a season to
harvest, such a program may need a season to be implemented with fruitful
results. With an end goal of developing widely and deeply rooted readers.
References
Lee,
A. (2001). Becoming the Reading Mentors Our Adolescents
Deserve: Developing a Successful Sustained
Silent Reading Program. Journal of Adolescent
and Adult Literacy, 55(3), 209-218.
Bomer,
R. (2011). Buidling Adolescent Literacy
in Today’s
English Classroom. Portsmouth, NH: Heinemann.
When I was in middle and high school most of my teacher did provide an SSR time in the classroom, or they would take us to the library weekly to read and I LOVED that time. I definitely agree that it is beneficial to all students. The teacher will just have to work a little harder to motivated the reluctant readers.
ReplyDeleteRaquel,
ReplyDeleteI loved how you gave perspectives as both student and teacher. I attended a school where we had a SSR program, though it did not have that name back then. I,like you, was already an avid reader, but I have wonderful memories of that time in class, grabbing one of the coveted bean bag chairs (my mother would not buy those) and losing myself in whatever text I was working through. I think one of the things that made it especially meaningful for me was that it brought my favorite pastime from home right into school. I kind of wish I had a bean bag chair now. :)
-Jill
Raquel,
ReplyDeleteI loved how you gave perspectives as both student and teacher. I attended a school where we had a SSR program, though it did not have that name back then. I,like you, was already an avid reader, but I have wonderful memories of that time in class, grabbing one of the coveted bean bag chairs (my mother would not buy those) and losing myself in whatever text I was working through. I think one of the things that made it especially meaningful for me was that it brought my favorite pastime from home right into school. I kind of wish I had a bean bag chair now. :)
-Jill
I loved your metaphor here and the idea of creating "rooted" readers. I believe that SSR time is a huge part in that and I have a similar perspective from my childhood as well. The only way our students can get better at reading is by reading and we have to provide that time for them.
ReplyDeleteRaquel,
ReplyDeleteYour post always have a way of bringing me in and wanting to read more! Your metaphor of planting and nurturing our little seedling readers is absolutely perfect! I agree with you when you say that SSR would not be a waste of instructional time. It is almost as if secondary educators would benefit from a PD on the benefits of SSR in secondary schools...okay, maybe that is a bit of a stretch.