Decreasing the Off-Task Behavior of Reluctant Adolescent Readers during Sustained Silent Reading through Book Interest and Ability Matching

Autor/inn/en	Williams, Natalie A.; Nelson, Kristin L.; Rasmussen, Clay L.; Alexander, Melina; Ricks, April H.
Titel	Decreasing the Off-Task Behavior of Reluctant Adolescent Readers during Sustained Silent Reading through Book Interest and Ability Matching
Quelle	In: Journal of the International Association of Special Education, 17 (2017) 1, S.40-50 (11 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1555-6913
Schlagwörter	Silent Reading; Teaching Methods; Reading Instruction; Sustained Silent Reading; Time on Task; Junior High School Students; Student Interests; Reading Material Selection; Special Needs Students; Disabilities; Educational Legislation; Federal Legislation; Grade 8; Inclusion; Books; Reading Attitudes + Suchen Sie Ihr Suchwort? Stilles Lesen; Teaching method; Lehrmethode; Unterrichtsmethode; Leseunterricht; Zeitaufwand; Junior High Schools; Student; Students; Sekundarstufe I; Schüler; Schülerin; Studieninteresse; Sonderpädagogischer Förderbedarf; Handicap; Behinderung; Bildungsrecht; Schulgesetz; Bundesrecht; School year 08; 8. Schuljahr; Schuljahr 08; Inklusion; Book; Buch; Monographie; Monografie; Reading behavior; Rading behaviour; Leseverhalten
Abstract	Teachers are often required by their administrators to implement Sustained Silent Reading (SSR) into their daily routines. Although there is research to support wide reading, there is little to support the specific practice of SSR. Recent researchers have suggested modified versions of SSR to better address the needs of struggling readers, including ensuring suitable reading selections. This study utilized a multiple baseline across students design to evaluate a modified version of SSR over four weeks with six junior high students displaying high levels of disengagement during SSR. The dependent variable included off-task behavior during SSR. The independent variable was matching books to students' interests and reading levels. Results indicated reduced levels of off-task behavior throughout the study. Across the course of the study, five of the six students' off-task behavior decreased by an average of 25% as a result of the book matching. This result confirmed a hypothesis from a previous study that matching students with books to read according to their interests and reading abilities, positively affects their time on task during SSR. This article provides practitioners with a modified version of SSR that will enhance the effectiveness of its use and suggests future research and implications for practice. (As Provided).
Anmerkungen	International Association of Special Education. c/o College of Education, Northern Arizona University, P.O. Box 5774, Flagstaff, AZ 86011-5774. Tel: 928-523-8979; Fax: 928-523-1929; Web site: http://www.iase.org/publications.htm
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01