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RESEARCH


I defer you to the works of Stephen Krashen: http://www.sdkrashen.com/index.php


  • Free Voluntary reading: New Research, Applications, and Controversies
http://www.sdkrashen.com/articles/pac5/all.html

88 Generalizations about Free Voluntary Reading
http://www.sdkrashen.com/handouts/88Generalizations/index.html

Also there is a rich list of resources that can be found through CALIBK12 archives: http://lists.sjsu.edu/cgi-bin/htsearch?restrict=;exclude=;config=htdig;method=and;format=builtin-long;sort=score;words=ssr;page=3


I also encourage you to use our own online database EBSCO teacher resources:

I used search term: (effects of sustained silent reading on academic success) and refined my results to Full Text between 1995-2011 and still got 459 articles.

RTI IN A MIDDLE SCHOOL: FINDINGS AND PRACTICAL IMPLICATIONS OF A TIER 2 READINGCOMPREHENSION STUDY.By: Faggella-Luby, Michael; Wardwell, Michelle. Learning Disability Quarterly, Winter2011, Vol. 34 Issue 1, p35-49, 15p, 5 Charts
Response to intervention (RTI) has received considerable attention from both researchers and practitioners as a school- wide model for service delivery. However, research is limited on RTI applic...
Subjects: CONNECTICUT; ANALYSIS of variance; CONFIDENCE intervals; EDUCATIONAL tests & measurements; LITERACY; METROPOLITAN areas; MIDDLE schools; READING; SAMPLING (Statistics); SPECIAL education; STATISTICS; TEACHER-student relationships; DATA analysis; TEACHING methods; EDUCATIONAL outcomes; ADOLESCENCEDatabase: Professional Development Collection Add to folder Relevancy:

Abstract:Response to intervention (RTI) has received considerable attention from both researchers and practitioners as a school- wide model for service delivery. However, research is limited on RTI applications in middle and high schools. The purpose of this article is to describe the outcomes of an experimental examination of a secondary (Tier 2) literacy intervention for at-risk fifth- and sixth-grade students in an urban middle school assigned to one of three conditions: Story Structure (SS), Typical Practice delivered by reading specialists (TP), and SustainedSilentReading (SSR). Results indicated a statistically significant difference between the mean posttest cloze scores of the SSR group and both the SS and TP conditions.Study findings support the growing body of research indicating that at-risk students need intensive and explicit instruction in addition to opportunities to practice reading. [ABSTRACT FROM AUTHOR]

Achievement Effects of Sustained Silent Reading in a Middle School. By: Sullivan, Mary Pinson. ProQuest LLC, Ed.D. Dissertation, Liberty University. 2010 133 pp. (ED514169)
The purpose of this study was to determine the reading achievement effects of a school-year-long program of sustained silent reading in a middle school. Students' scores on the Stanford Achieveme...
Subjects: Sustained Silent Reading; Statistical Analysis; Reading Comprehension; Reading Achievement; Middle School Students; Program Effectiveness; Vocabulary Development; Interviews; SuccessDatabase: ERIC


The Benefits of Sustained Silent Reading: Scientific Research and Common Sense Converge.By: Garan, Elaine M.; DeVoogd, Glenn. Reading Teacher, Dec2008, Vol. 62 Issue 4, p336-344, 9pThe article focuses on educational research on the benefits of sustained silent reading (SSR) practices in elementary education. Particular attention is given to the interpretation of the Report ...
Subjects: SILENT reading; ELEMENTARY education -- Curricula; READING (Elementary); READING -- Research; TEACHING methods; ELEMENTARY education -- ResearchDatabase: Professional Development Collection Add to folder Relevancy: PDF Full Text(228KB)

ALSO Check out Marzano's book: Chapter 3 page 42

Building Background Knowledge for Academic Achievement: Research on What Works in Schools by Robert J. Marzanohttp://www.questia.com/PM.qst?a=o&d=111479432