Editors' Note: When this article was posted in Reading Online in February 2000, readers were invited to comment on it through a bulletin board feature that was discontinued when the journal was redesigned in July 2000. Following are the comments posted to that bulletin board.

Readers who would like the opportunity to comment on this or other articles in the journal are invited to contact the authors directly (e-mail addresses are available on the opening page) or to post messages through Online Communities.

Post 1

Author: Martha_Matyas
Date: 02-28-2000 15:20

I believe Sustained Silent Reading is an excellent way to show kids that reading is very important. If teachers cannot allow students time to read silently during class time it tells kids that reading isn't considered important. If time permits I think students should be able to read something of their choice. Reading something that interests the reader is much more enjoyable to the student. After all, the real goal is to hook students on reading.

If time does not permit for readers to pick their own selections I still believe silent reading should be a part of the classroom. Instead of having students take turns reading orally, or giving them all reading assignments to do at home, silent should still have a place in the classroom. When students read orally to one another the only person actively involved is the reader-the other students' minds are wondering, or their reading ahead to see what they'll have to read.

The article states, "Studies indicate that students who engage in SSR improve in both reading achievement and attitude toward reading." I believe that as teachers, it is very important for us to show students reading is important through modeling, and by giving them time to read in class. The results will be well worth the extra effort!

Reply 1a

Author: Ahna Nelson
Date: 03-10-2000 09:57

SSR is a great way to motivate students. Often times, schools give students the idea that the literature that they are interested in does not have any place in the classroom. This is why students should be able to read books of their choice whenever possible. However, I do agree that magazines and comics should not be permitted. Books must be chosen under specified guidelines. SSR is also very important to the classroom when the whole class is reading the same book. It allows students to move at their own pace and doesn't embarass students with lower level abilities. Oral reading is a bad classroom management technique. The students will pay more attention to what is going on in the reading if they are responsible for the reading themselves. Reading is an important skill in every subject. Students must realize that oral reading is not going to be a part of every classroom. In fact, most of the reading they will have to do for schoolwork will have to be read independently. SSR helps promote independent reading that is necessary for academic success. Modeling is one of the most important elements to SSR. I'm sure not enough teachers model reading to their students. It's very important for students to see their teacher reading as well. This helps them to understand what the program is all about. As many people as possible must get involved in SSR. The more people the students see reading, the more important they think reading is.

Reply 1b

Author: Rebecca Stone
Date: 03-21-2000 10:47

I really enjoyed reading and responding to this article on SSR. Once more it affirmed by beliefs that reading silently for extended periods of time can enhance reading achievement.

One extremely important aspect of SSR both Martha and Ahna addressed in their reviews is student choice. When teachers do not allow their students to select reading material of their own interests, students are stifled and turned away from reading. Thus the benefits of SSR are little when students are not truly engaged in the act of reading.

Likewise, I don't feel that students should be limited to certain types of reading materials (ie- books). If we are truly concered with student interest and engagement, teachers must not place limitations on what they can read. Although 69 percent of teachers surveyed in the article discouraged certain types of reading material (such as comics, magazines, textbooks, and newspapers), I encourage the reading of these timely literary materials. What a better way for students to learn about their world through reading materials that interest them!

I use SSR in reading tutoring each and every session. My tutee and I have made several trips to the school library to select books, magazines, and comics together relating to his interests - hunting, fishing, 4-wheel racing, and the outdoors. SSR usually concludes each session - together we read for 20 minutes. I attribute the success of SSR in my tutoring to my attention to choice.

Remember that the goal of SSR is to get the students to read!! It makes no difference what the students read - as long as they read, enjoy what they are reading, and come from the experience seeing reading as fun!!

Reply 1c

Author: Anne_Batty
Date: 03-23-2000 16:08

As a high school student, I was lucky enough to go to a school in which SSR pratices were a class in itself. Students signed up for what was then called independent reading and were expected to read and respond in some way to the books they chose to read. Although I would not go as far as to say that we were restricted to novels, I will say that were required to read a variety of materials.

The requirements for the class were that we read no less than 300 pages from a classical work of some kind and that we read no more than three of any magazine or comic book or newspaper for the class. I never had a problem with these requirements and I know many other students who felt they were agreeable as well. We were able to choose our own reading sources and to use our interests to guide us in these choices, but the restrictions or requirements (however, you see them) were more of a benifit to me. I know otherwise I would have only read my Teen and Seventeen magazines without thought for what novels could hold for me.

Had thess requirements not been a part of my reading class, I am sure I would have never gotten the chance to enjoy such books as Animal Farm, 1984, Gone with the Wind, Roots, or The Heart of Darkness. Although I believe that strict restriction of materials for students will hamper their interest in reading, I also believe that requiring some sort of variety in the sustained reading will only help to broaden the student's experiences with reading.

Post 2

Author: Kelly_Foster
Date: 04-06-2000 18:20

I think if used correctly, sustained silent reading can provide many benefits for your classroom. Like the article suggests, students can learn to appreciate the opportunity it gives them to choose their own material according to their own interests. Also, if you as the teacher establish a routine, perhaps beginning each class period with SSR, you won't waste time getting students to settle down. The students will know what is expected of them and get right down to reading. The article also discusses some of the potential problems with SSR. They bring up the problem of how a teacher monitors what the students are reading. They suggest that it is still the teacher's responsibility to make sure the students aren't reading inappropriate material. One way to keep track of this is to take the students to the school library to pick out their materials. This way you know that they are reading things that have already been approved by the school. If students want to bring material from home, ask the students to show it to you first. Hopefully this will keep those tempted students from bringing materials they know are not appropriate. There are always challenged to different teaching practices, but if it is worthwhile, as I believe SSR to be, then there are ways to overcome those challenges.

Reply 2a

Author: Jennifer_Jarvis4
Date: 04-09-2000 14:20

Helping students choose an approriate text for silent reading reading can be an enjoyable and easy task that still allows the student free rein in choosing something they enjoy. A class trip to the library is a good idea limiting choice to school appropriate material. Another activity that will benefit future readers is after a student completes a book they may use their time to quickly write a review of the book. These reviews can be compiled and kept in the classroom to help other students find bood that is of interest to them. Students may trust the advice of a peer before they agree with what a teacher believes to be a good book.

Reply 2b

Author: Amy_Wollering
Date: 04-17-2000 20:56

Before reading this article, I was unaware that the original method of SSR was to have the entire school stop what they are doing and read. I think that this is a wonderful idea and I wish that more schools would do this. This would show students how important reading truly is. It would also provide a great source of modeling to see adults such as teachers and principals reading. One thing about this article that disturbed me was that some teachers leave out the lower achieving students during SSR. These are the students who need this time the most. They need to develop a more positive attitude toward reading. These teachers are basically telling these students that they are not capable of participating in SSR. This message will only make them feel like failures and reinforce the attitude that they cannot succeed.

Reply 2c

Author: Amy_Rhoades
Date: 06-17-2000 21:50

On August 22 I will be walking into my first Seventh Grade classroom. My background has been Second Grade, so this will be a whole new mind set for me. I am very much looking forward to the first day of school, yet at the same time scared to pieces. I have been reading everything I can get my hands on regarding a Seventh Grade reading classroom. I am finding a lot of great ideas and trying to imagine incorporating them into my classroom. One thing I feel very strongly about incorporating is SSR. After reading the article, I found a lot of new ways to view SSR. However, it made me realize that I already have specific ways I want SSR to work in my classroom.

I feel the most important aspect to SSR is to get students motivated about reading. Like the article pointed out, SSR increases vocabulary, instills life long reading habits,and broadens prior knowledge. SSR does all these things along with bring enjoyment into students lives. I will make time for SSR to be a constant in my classroom. Since the school I will be working at added another Seventh Grade Reading Teacher, I will be developing a new, whole year curriculum. This will give me the opportunity to allow effective time for SSR.

I do agree with Rebecca, in that the students should be allowed to choose their own reading materials. Whether that be books, magazines, comics, and so on. When the students are able to choose their own reading materials,they will feel ownership and be motivated to read. I will ask that the students be respectful, and if I question any of the materials I will have a talk with that student.

The article has given me a lot of thoughts to ponder. I will be using all of the information I gathered in the article throughtout the school year. If I find a routine that does not work, I will be able to refer to the information and try something else that might work. I will end with a reminder to all teachers. Remember to model reading in front of your students. They look up to you and will follow your lead.

Reply 2d

Author: Lisa Arneson
Date: 06-19-2000 22:31

The article about SSR in 7th grade classrooms is an affirmation for me, as I've included SSR in my middle school English curriculum for three years now. This article made me feel as though I'm doing something right! I truly believe in using SSR to engage students in the process of reading for pleasure; however, even after three years, I am still getting the bugs out.

I think I've heard every excuse under the sun, from, "I forgot my book," to "I hate this book, may I get another one?" to "I have an overdue book at the library so I can't check anything out." In a 45 minute class period, these gliches usually take a good 10 minutes. I do have an extra selection of good books in my room just for those cases, but looking them over takes at least another 10 mintues, even with my help and suggestions. By the time students get settled and begin reading, time runs short. That is probably the most frustrating for me, but I keep trying to get these students (they always seem to be the same ones) "hooked" on a specific genre or author.

I've started an extra credit policy called BOOK PICKS. This is a just a form that I made; it is basically a book report where students have the chance to tell about and rate the book. I keep these in binders (one in my room and one in the school library) for students to look at. This helps some students choose books.

Our school has Accelerated Reader, and I've tried to incorporate that into my SSR (because my principal made it a goal of mine to include it in my curriculum), but students HATE it. I have even gone so far as to reserve the entire 6-12 library for my class twice a month just for A/R reading. At this point, I have mixed feelings about Accelerated Reader, but I do see it working for some students.

I have some new ideas that I'm going to try this fall. I know I can't make everyone happy, but I'm going to focus less on Accelerated Reader, and more on true pleasure reading for students. If that means Teen Beat and Soap Opera Digest, then so be it.

Post 3

Author: paula_delaflor
Date: 05-20-2000 13:33

RE: A Word About Motivation I am doing a mini "Action Research Project" with my fourth grade students. I have only two weeks. I asked 1/2 the class to read a book for a "fourth grade newspaper edition for third grade Summer reading". They chose their own book from an assortment I have in my room. They could read this book on their "free time"-- during and after school. When they finish reading they have to write the beginning, middle and ending of the story with a recommendation. I set up a wall chart to keep a record of their daily reading. It's the end of the first week and about a third of the participating students have finished a book! It's working! I completed a "newspaper/draft" on the school computer for these students to "proof read" their summaries (and to allow the others to see what's happening!) It's exciting to document how we as teachers can indeed "motivate students to read".

Reply 3a

Author: Linda Pudenz
Date: 06-21-2000 10:34

I have experienced many different uses and interpretations of SSR. In first grade we called it DEAR. We began with a 10 minute period and worked up to 15 - 20 minutes. Students were allowed to select or bring from home any reading materials they wanted to use. At this grade level it was teacher directed and driven. When I moved into the Jr. High, I found out that SSR is directed by the principal. We have it every Friday during an alternating period. Students use self selected materials. I always have newspapers, magazines, short story anthologies and novels available for students that haven't come prepared. It wastes less time and prevents management problems. So far I have not had a problem with inappropriate choices. I have also found that students resent it if you try and take away that SSR period in order to continue regular class reading requirements. They stated that the time allowed on Fridays is THEIR time for personal pleasure reading and teachers should not be allowed to take that time away from them! The teachers are also supposed to use that time being model readers to support the benefical, life long reading idealogy. Students are very motivated by self selections. It allows them to be in charge of a part of their own day, something they feel they have control over. Personally, I believe if SSR is evaluated and used as a grade it contradicts one of the main purposes of SSR, to read for pleasure.

Reply 3b

Author: Kathleen_Rausch
Date: 06-24-2000 23:46

As a substitute teacher and teacher, it has been an educational experience observing many different classrooms during the last twenty years. I have been particularly interested in the many reading programs in the school districts that I have taught. Coupled with graduate level reading classes, I have had a dual opportunity to observe the many changes that have occurred over the years in reading.

Your article, "Survey of Sustained Silent Reading Practice in the Seventh-Grade Classrooms," was of interest to me, because this past fall, I was required to supervise a seventh grade SSR class. As the students came into the room, many asked to go to their lockers to get reading material. The attendance was taken and silence was kept in the room. Of the twenty some students, only five had books to read. Three had magazines, and the rest put their heads down on their desks or tried to silently get the attention of others. Many had an "I don't care" attitude, while a few were deeply engaged in worlds of their own within the pages of their books.

I was pleased that university reading professors, like yourselves, are interested in examining literacy practices in school settings. It is wonderful that SSR continues to thrive in thirty-two school districts in Pennsylvania. No doubt the program exists in some form throughout the United States, as it does in our small school district in Wisconsin. Our schools must continue to monitor our childrens' SSR programs. There are many boys and girls at different maturity and reading levels in our schools. This is particularly true at the seventh grade junior high level. Many do wonderfully well selecting their own materials to read, while others do not know what interests them, nor do they know enough to find books at their own reading level. Peer pressure truly has an effect on their selections.

It is for these children a teacher must physically go with the students to the library and show them how to select a book. The "I care" attitude of the teacher is a great role model for the "I don't care attitude " of the student.

A school reading list would be helpful to the student once he or she knows what they are capable of reading. Books should be leveled in the junior high as well as the grade school libraries. Nothing is more frustrating than reading a book that is too difficult. Above all, good literature should be encouraged to be read. For some, the self-selection of newspapers, comics, or library selected magazines do get a child into the habit of reading. They need to be available to the student.

Finally, we must be led by the researchers (Dewey,1933) and (Vygotsky,1978). When learning is to occur, we must engage students who can not choose books at their own reading level. We must find a way to make all students feel a part of the SSR classroom.

K. Rausch, graduate student,
University of Wisconsin-LaCrosse
LaCrosse, Wisconsin

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